The Effect of the Inclusion of Selfassessment with Peer Assessment of Contributions to a Group Project: A quantitative study of secret and agreed assessments

By M. Lejk, Michael Wyvill. 2001

124 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/1291198f52bda9eaa9d77bf2699810000406432f

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In Developmental and Educational Psychology

In Education

In Information Systems

Citations in the corpus

Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills (2018, background): “Or, perhaps, weaker students may over-estimate and stronger students may underestimate the value of their work (Lejk and Wyvill 2001).”
Assessing contributions to group assignments (2004, background): “Further, in our sample there was no effect of ability level on the tendency to over- or under-rate oneself (Lejk & Wyvill, 2001).”
Peer and self‐assessment in the first year of university (2011, background): “(3) Correlations between student assessments and ratings given by academic staff (Cassidy 2007; Falchikov and Goldfinch 2000; Gruppen et al. 1997; Hafner and Hafner 2003; Lejk and Wyvill 2001a, 2001b; Magin 1993, 2001a, 2001b; Magin and Churches 1988; Magin and Helmore 2001).”
To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy (2014, background): “As more recent studies (Landrum, 1999; Lejk & Wyvill, 2001) have also found, lower achievers tend to overestimate and higher achievers to underestimate themselves.”
University Students’ Perceptions of and Attitudes Toward (Online) Peer Assessment (2006, background): “However, other research has suggested that anonymous assessment could provide more truthful and appropriate attitudes toward the assessment processes (Ballantyne et al. 2002; Lejk and Wyvill 2001).”
The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment (2014, unknown): “…and peer-assessment of group work focus on evaluating peer-evaluation instruments (Johnson & Smith, 1997; Baker, 2008), reliability of self-ratings (Lejk & Wyvill, 2001; Johnston & Miles, 2004) and peer-ratings (Burke, 1969; Magin, 2001; Ryan et al., 2007), rather than examining students’ group…”
The impact of stress in self‐ and peer assessment (2005, background): “It appears that holistic assessment methods (one grade is awarded to a group member for overall contribution) are superior to categorical methods (wherein contributions are put together in various categories and then summated) (Lejk & Wyvill, 2001b).”