Perceptions and practice of peer assessments: an empirical investigation

Abstract

Purpose The purpose of this paper is to check the veracity of educators’ apprehensions about peer assessments by comparing them with the actual peer assessment scores. It also explores the levels of satisfaction and current usage of peer assessment tools among educators. Design/methodology/approach The first phase of this study aims at providing insights into the educators’ apprehensions, their satisfaction and usage levels of peer assessments. The second phase involves analysis of peer assessment scores of 539 students in 117 teams. Findings from statistical analysis of peer assessment scores are compared against the apprehensions of educators. Findings The results do not support the apprehensions among educators about peer assessments. Findings on the usage, satisfaction levels of educators and their future intentions of using peer assessments are also presented in this paper. Research limitations/implications Studies with larger sample size, qualitative in-depth research on experiences, designs and conditions of successful peer assessments and studies based on users’ experiences of peer assessments will help in getting richer insights in this area. Practical implications Results of this study indicate a need for educators to shed their apprehensions and adopt online or offline peer assessments tools with trust and confidence. Originality/value This study is important due to the existence of contrary views, inconsistent results and lack of adequate familiarity about the use, efficacy and practice of peer assessments. Though previous studies have tried to establish the reliability of peer assessments, this study finds that educators are still apprehensive about peer assessments. This is a unique study as no previous research has attempted a comparative study to check the veracity of the apprehensions of educators about peer assessments using the actual peer assessment scores.

Student and Instructor Ratings in Geographic Information Systems: A Comparative Analysis

“…However, it should be noted that the weaknesses of this assessment method may raise some doubts about its reliability and validity and cause some educators to have little confidence in its use [58]. These weaknesses may include the requirement for prior training, the time commitment by the student, and the choice of explicit, clear, and simple criteria [59].…”

Integration of good practices of active methodologies with the reuse of student-generated content

“…All students can be evaluators and can be evaluated, or only some students can evaluate all their peers or some of their peers, and evaluations may or may not be performed anonymously. In recent years, interest in peer-and self-review as a method to encourage collaboration among students and to promote greater student involvement in the learning-teaching process has grown (Agrawal & Rajapakse, 2018;Chang, Tseng, & Lou, 2012;Chen et al, 2009;Ion, Barrera-Corominas, & Tomàs-Folch, 2016;Jaime et al, 2016;Li et al, 2016;Panadero & Brown, 2017;Wanner & Palmer, 2018).…”

“…The correlation is significantly higher when the course is graduate level rather than undergraduate or the PR is non-anoymous (Li et al, 2016), when the self-assessment is distinguished the validity tends to be a little lower and more variable (Topping, 2003). Despite the high level of reliability, some educators still have little confidence in their use (Agrawal & Rajapakse, 2018). Biases and competitive effects may result when, for example, students do not belong to the same university .…”