Loss aversion as a motivator for engagement with peer assessment

Gillanders, Robert; Karazi, Shadi; O’Riordan, Fiona

doi:10.1080/14703297.2020.1726203

Cited by 6 publications

(3 citation statements)

References 16 publications

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“…Another fundamental difference is that the formulation of the items is specifically designed to project students' academic integrity experiences in conducting peer-assessments. In addition, this new research formula promotes a peer-assessment-oriented academic integrity testing approach in each item formulation [31][32][33][34][35][36] and complements encouragement as the latest indicator in measuring, assessing, and evaluating student academic integrity. The primary difference is the addition of encouraging factors in the construction of PAAIS-24 items, as has been recommended as an essential principle in training one's academic integrity [72][73][74][75][76].…”

Section: -2-discussionmentioning

confidence: 99%

“…Peer-assessment has been used as one of the basic practices of class-based assessment [29], which serves to evaluate student learning progress in knowledge, attitudes, and skills [30]. Although peer -assessment has been reported to play an important role in student academic cheating [17], at the same time, peer -assessment has also been promoted in learning [31][32][33] as an option to train students' academic integrity by considering implementation and evaluation strategies [34][35][36]. When using peer-assessment, students can practice their academic integrity in two ways: power and emotion.…”

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Peer-Assessment Academic Integrity Scale (PAAIS-24)

Blegur,

Subarjah,

Hidayat

et al. 2024

Emerg Sci J

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This study aims to develop an academic integrity scale to help lecturers evaluate the academic integrity of university students with peer-assessment learning experiences using the ADDIE research and development method. Twenty-four items were designed using the concepts of academic integrity; honesty, trust, fairness, respect, responsibility, and courage validated by six raters and tested on 520 students from various universities in Indonesia. Testing content validity using the Aiken-V formula, construct validity testing using discriminant indexes, factor analysis (Exploratory and Confirmatory Factor Analysis), and concurrent validity testing by correlating PAAIS-24 with the developed Academic Integrity Scale. While the reliability test used Cronbach's alpha formula. The study results proved that each item of content validity meets with an Aiken value >0.80; on construct validity testing, the discriminant index value is >0.50, and the EFA and CFA loading factor values are >0.50. In addition, the model is appropriate because the theoretical model of PAAIS-24 is in accordance with empirical data. Whereas in reliability testing, Cronbach's alpha value is 0.95. Lastly, PAAIS-24 is one of the credible instruments. It contributes to developing knowledge that assists lecturers in measuring, assessing, and evaluating student academic integrity based on peer-assessment to promote increased academic performance. Doi: 10.28991/ESJ-2024-08-02-09 Full Text: PDF

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Section: -2-discussionmentioning

confidence: 99%

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confidence: 99%

Peer-Assessment Academic Integrity Scale (PAAIS-24)

Blegur,

Subarjah,

Hidayat

et al. 2024

Emerg Sci J

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“…Smith et al (2019) obtained similar results and pointed out that both genders benefit from the model with the loss of points while male students have more benefits. In their work, Gillanders et al (2020) aimed to find a solution for students' engagement and academic integrity using the loss aversion principle. Students were faced with the possibility of losing previously collected points while doing a task in which they had to grade their peers' work precisely.…”

Section: Introductionmentioning

confidence: 99%

Using loss aversion and framing to nudge students' classroom performance

Bećirović

Suhonjić

Stanić

2022

Management (Split, Online)

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Behavioral economics suggests that people do not always decide rationally but are even predictably irrational. This gives rise to the concept of nudge, which creates an architecture of choices that encourages people to behave as they wish. Loss aversion is one of the best-known phenomena in behavioral economics and a central notion of the prospect theory. The main idea behind this phenomenon is that losses hurt more than gains feel good. The framing effect is a bias where people choose some options differently, depending on whether they are presented as a gain or a loss. In this quasi-experimental study, the authors examine the role of loss aversion and framing effects on students' engagement and academic success. This study aims to test the hypothesis that students will have a stronger reaction to the reduction of awarded points, as opposed to an increase of awarded points, as they progress through the course. This will motivate them to work harder and achieve better academic success. The results show significant differences between the two groups in favor of the group being graded using the point reduction grading scheme. This suggests that the power of loss aversion can be exploited to increase students' engagement and academic success. The existence of framing effect in this case has been demonstrated, which shows it might be possible to use the choice architecture to improve the student results.

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The Four Pillars of Peer Assessment for Collaborative Teamwork in Higher Education

Sridharan

McKay

Boud

2023

Social Interaction in Learning and Development

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Peer learning is an umbrella term covering diverse strategies supporting students to learn from each other. Studies highlight the power of combining two intertwined models of peer learning, namely peer assessment/feedback and collaborative team-based learning, to prepare graduates for the world of work and encourage acceptable social behaviours. Nevertheless, this approach comes with distinct challenges of marking bias, implementation difficulties, quality, trust and other issues. Studies addressing these challenges in the collaborative teamwork context are sparse and fail to consider the complex and intertwined challenges. Responding to this need, we propose a four-pillar framework comprising veracity, validity, volume and literacy to provide a strong footing on which to base future work in this area. Each of the pillars supports specific but overlapping aspects of peer assessment including assessment design (veracity pillar); implementation considerations (validity pillar); technology factors (volume pillar); and roles and responsibilities (literacy pillar). The framework aims to support educators, policymakers and scholars in mitigating challenges to reimagine and renew peer learning practices to effect positive change.

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Loss aversion as a motivator for engagement with peer assessment

Cited by 6 publications

References 16 publications

Peer-Assessment Academic Integrity Scale (PAAIS-24)

Peer-Assessment Academic Integrity Scale (PAAIS-24)

Using loss aversion and framing to nudge students' classroom performance

The Four Pillars of Peer Assessment for Collaborative Teamwork in Higher Education

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