The impact of a rubric and friendship on peer assessment: Effects on construct validity, performance, and perceptions of fairness and comfort

By Ernesto Panadero, Margarida ROMERO, Jan-Willem Strijbos. 2013

190 citations recorded by the source corpus.

Abstract Construct validity of peer assessment (PA) is important for PA application, yet difficult to achieve. The present study investigated the impact of an assessment rubric and friendship between the assessor and assessee on construct validity of PA. Two-hundred nine bachelor students participated: half of them assessed a peer's concept map with a rubric whereas the other half did not use a rubric. The results revealed a substantial reliability and construct validity for PA. All students over-score their peers’ performance, but students using a rubric were more valid. Moreover, when using a rubric a high level of friendship between assessor and assessee resulted in more over-scoring. Use of a rubric resulted in higher quality concept maps for peer and expert ratings.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/ad506b77470049b05b9fdd36522d63e180fa1635

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In Education

Citations in the corpus

Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2018, background): “First, students developed their own five-level rubric with three didactic principles and three presentation-related criteria (Panadero et al. 2013) (see Appendix Tables 6 and 7).”
Can Students Review Their Peers?: Comparison of Peer and Instructor Reviews (2022, background): “This result potentially explains the findings of prior work that has found that students tend to both under [8, 25] and overrate [20, 27] their peers in peer review.”