Peer assessment without assessment criteria

By Ian Jones, Lara Alcock. 2014

137 citations recorded by the source corpus.

Peer assessment typically requires students to judge peers' work against assessment criteria. We tested an alternative approach in which students judged pairs of scripts against one another in the absence of assessment criteria. First year mathematics undergraduates (N = 194) sat a written test on conceptual understanding of multivariable calculus, then assessed their peers' responses using pairwise comparative judgement. Inter-rater reliability was investigated by randomly assigning the students to two groups and correlating the two groups' assessments. Validity was investigated by correlating the peers' assessments with (i) expert assessments, (ii) novice assessments, and (iii) marks from other module tests. We found high validity and inter-rater reliability, suggesting that the students performed well as peer assessors. We interpret the results in the light of survey and interview feedback, and discuss directions for further research into the benefits and drawbacks of peer assessment without assessment criteria.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/fb737823c5bec37fd2f13f3a71dcfda47ff19087

How researchers see this paper

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In Education

1. Matthew Inglis
2. Ian Jones
3. Keith Weber
4. Juan Pablo Mejía-Ramos

In Information Systems

1. Matthew Inglis
2. Ian Jones

Citations in the corpus

• The problem of assessing problem solving: can comparative judgement help? (2015, methodology): “…studies we have found this to be the case when used to assess traditional GCSE mathematics exams (Jones, Swan & Pollitt, 2014), conceptual tests of children’s understanding of fractions (Jones, Inglis, Gilmore & Hodgen, 2013) and undergraduate’s understanding of calculus (Jones & Alcock, 2014).”
• Measuring Conceptual Understanding Using Comparative Judgement (2016, unknown): “… example,  to  assess   traditional  mathematics  examination  scripts  and  mathematical  problem  solving   tasks  (Jones,  Swan,  &  Pollitt,  2014),  to  conduct  peer-‐assessments  (Jones  &   Alcock,  2013)  and  to  evaluate  conceptual  understanding  of  fractions  (Jones,   Inglis,…”