Peer Evaluation in the Classroom: A Check for Sex and Race/Ethnicity Effects

Ghorpade, Jai; Lackritz, James R.

doi:10.1080/08832320109599648

Cited by 23 publications

(18 citation statements)

References 20 publications

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“…Finally, it has been suggested that sex, race/ethnicity, learning style, frequency of participation, levels of achievement, and students' perceptions of their roles in a group may influence online collaborative learning activities (De Laat, Lally, Lipponen, & Simons, 2007;Ghorpade & Lackritz, 2001;Palonen & Hakkarainen, 2000). Studies involving students with different attributes would thus be another interesting direction for future research on the assessor's targeting behavior with larger group sizes.…”

Section: Suggestions For Future Studiesmentioning

confidence: 98%

A mixed methods approach to the assessor's targeting behavior during online peer assessment: effects of anonymity and underlying reasons

Sung

2015

Interactive Learning Environments

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This study examined the effects of identity revelation and concealment on the number of times students' work was assessed in an online peer assessment context. It also examined the underlying reasons guiding the assessor's targeting behavior. Two fifthgrade classes participated. The one-group pretest-posttest experimental research design coupled with qualitative research method was adopted. The results from social network analysis (SNA) showed a high redundancy rate for both high-and lowtargeted assessees in identity-revealed and identity-concealed conditions for both classes. Moreover, the density metrics indicated that all sociograms were similarly sparse. The Wilcoxon tests further confirmed that there were no significant differences in the assessees' ranking in the two conditions for both classes. Finally, analysis of students' self-reflective data revealed that the features/content of the work to be assessed, rather than who the question-author was, was the determining factor when it came to deciding the target for online peer assessment.

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Section: Suggestions For Future Studiesmentioning

confidence: 98%

A mixed methods approach to the assessor's targeting behavior during online peer assessment: effects of anonymity and underlying reasons

Sung

2015

Interactive Learning Environments

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“…Peer assessment as an assessment tool is more reflective of student performance, because group members spend a significant time in working with each other, and are, thus, in a good position to recognize and assess the efforts and contributions of their peers (Ghorpade & Lackritz, 2001). In a study conducted by Lladó et al (2014) in a survey of students' views about their role and the role of teachers in the development of evaluation criteria, the students confirmed that they are more familiar with what is going on exactly when they perform peer assessment, which helps make work easier and makes the evaluation more convincing.…”

Section: The Students' and Teachers' Roles In Preparing Peer Assessmementioning

confidence: 99%

The Effect of Peer Assessment on the Evaluation Process of Students

Alzaid¹

2017

IES

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This study aims at finding out the effect of peer assessment on the evaluation process of students. The hypothesis underlying this study is that assessment is an integral part of the learning process, which should play an important role in the educational model. The current study will emphasize the importance of using peer assessment as a tool to engage students in the evaluation process, clarify the role of peer assessment in promoting student learning, diversify the scope of the evaluation through the frameworks of theory and methodology to get to understand the uses and limitations of peer assessment as a tool for assessment, and discuss the goals and benefits that can be achieved by the students from practicing peer assessment in accordance with scientific standards and bases, which emphasize active participation of the students in their learning and responsibility. Additionally, this study will check the credibility of peer assessments as a suitable tool in the assessment process. Findings show that there is a statistically significant relationship between the assessment of peers to each other, as well as between peer assessment and teacher assessment.

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“…Empirical studies on peer assessment have focused primarily on factors such as reliability, validity, and bias in peer grading (e.g., Falchikov and Goldfinch 2000;Ghorpade and Lackritz 2001;Rushton et al 1993). Such studies fail to address the impacts of peer assessment on critical thinking or other learning outcomes.…”

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confidence: 99%

Interactive learning through web-mediated peer review of student science reports

Trautmann

2007

Education Tech Research Dev

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Two studies analyzed impacts of writing and receiving web-mediated peer reviews on revision of research reports by undergraduate science students. After conducting toxicology experiments, 77 students posted draft reports and exchanged doubleblind reviews. The first study randomly assigned students to four groups representing full, partial, or no peer review. Students engaging in any aspect of peer review made more revisions than students confined to reviewing their own reports. In the second study, all students engaged in peer review, and the influence of writing versus receiving critiques was analyzed using linear regression. Both studies showed receiving reviews to be more significant than writing them in terms of triggering report revisions. Students valued the peer review experience and credited it with giving them insights about their work. Conclusions address implications for optimal design of online peer review systems and for further research into student learning gains.

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Peer Evaluation in the Classroom: A Check for Sex and Race/Ethnicity Effects

Cited by 23 publications

References 20 publications

A mixed methods approach to the assessor's targeting behavior during online peer assessment: effects of anonymity and underlying reasons

A mixed methods approach to the assessor's targeting behavior during online peer assessment: effects of anonymity and underlying reasons

The Effect of Peer Assessment on the Evaluation Process of Students

Interactive learning through web-mediated peer review of student science reports

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