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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/13154

Title: Peer assessment without assessment criteria
Authors: Jones, Ian
Alcock, Lara
Keywords: Peer assessment
Comparative judgement
Issue Date: 2014
Publisher: Taylor and Francis © Society for Research into Higher Education
Citation: JONES, I. and ALCOCK, L., 2013. Peer assessment without assessment criteria. Studies in Higher Education, 39 (10), pp. 1774-1787.
Abstract: 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.
Description: This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 02/09/13, available online: http://wwww.tandfonline.com/10.1080/03075079.2013.821974.
Version: Accepted for publication
DOI: 10.1080/03075079.2013.821974
URI: https://dspace.lboro.ac.uk/2134/13154
Publisher Link: http://dx.doi.org/10.1080/03075079.2013.821974
ISSN: 0307-5079
Appears in Collections:Published Articles (Mathematics Education Centre)

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