Comparing Peer Assessment with Instructor Assessment in a Technology-mediated Peer Reviewing System
Lan Li, Al Steckelberg, XiongYi Liu, Jabari Cain, Tehia Starker, Suhasini Kotcherlakota, University of Nebraska at Lincoln, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study investigated the agreement between peer assessment and instructor assessment in an anonymous technology-mediated peer assessment system. Forty-eight undergraduate students from a central US university participated in this study. Students were asked to build a web-based project. Then, in a technology-mediated peer assessment system, students rated and commented upon two peers' projects that were randomly assigned to each student. For each project, peer mean score and instructor's score were analyzed and results indicated there was a significant degree of correlation between instructor and student scoring. However, peer marking tended to be much higher than instructor marking, which may reflect that students remained uneasy in rating their peers critically.
Li, L., Steckelberg, A., Liu, X., Cain, J., Starker, T. & Kotcherlakota, S. (2005). Comparing Peer Assessment with Instructor Assessment in a Technology-mediated Peer Reviewing System. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 946-951). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 20, 2023 from https://www.learntechlib.org/primary/p/19139/.