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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/19666

Title: Peer assessment using comparative and absolute judgement
Authors: Jones, Ian
Wheadon, Chris
Keywords: Peer assessment
Comparative judgement
Mathematics education
Validity
Reliability
Issue Date: 2015
Publisher: © Elsevier
Citation: JONES, I. and WHEADON, C., 2015. Peer assessment using comparative and absolute judgement. Studies in Educational Evaluation, 47, pp. 93-101.
Abstract: Peer assessment exercises yield varied reliability and validity. To maximise reliability and validity, the literature recommends adopting various design principles including the use of explicit assessment criteria. Counter to this literature, we report a peer assessment exercise in which criteria were deliberately avoided yet acceptable reliability and validity were achieved. Based on this finding, we make two arguments. First, the comparative judgement approach adopted can be applied successfully in different contexts, including higher education and secondary school. Second, the success was due to this approach; an alternative technique based on absolute judgement yielded poor reliability and validity. We conclude that sound outcomes are achievable without assessment criteria, but success depends on how the peer assessment activity is designed.
Description: This paper is in closed access until 5th May 2017.
Version: Accepted for publication
DOI: 10.1016/j.stueduc.2015.09.004
URI: https://dspace.lboro.ac.uk/2134/19666
Publisher Link: http://dx.doi.org/10.1016/j.stueduc.2015.09.004
ISSN: 0191-491X
Appears in Collections:Closed Access (Mathematics Education Centre)

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