The role of peer and self assessment in the assessment of groupwork
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The role of peer and self assessment in the assessment of groupwork. Mark Lejk School of Computing & Technology University of Sunderland www.ics.ltsn.ac.uk/pub/groupwork/Mark%20Lejk.ppt. Types of peer assessment adapted from Topping (1998).

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The role of peer and self assessment in the assessment of groupwork

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The role of peer and self assessment in the assessment of groupwork

Mark Lejk

School of Computing & Technology

University of Sunderland

www.ics.ltsn.ac.uk/pub/groupwork/Mark%20Lejk.ppt

Assessment of Group Work within the ICS Disciplines


Types of peer assessmentadapted from Topping (1998)

  • Type 1 peer assessment of work produced by an individual by another individual

  • Type 2peer assessment of work produced by an individual by a collection of other individuals

  • Type 3peer assessment of work produced by a group by a collection of other individuals

  • Type 4peer assessment of the contribution of an individual to a group activity by other members of the same group

Assessment of Group Work within the ICS Disciplines


Peer assessment within groups

  • Formative (qualitative)

  • Summative: category-based

    holistic

Assessment of Group Work within the ICS Disciplines


Differences between Type 4 and Types 1 to 3

  • Product or process

  • “Zero-sum” games

  • Category-based peer assessment

  • Length of time

  • Size of group

Assessment of Group Work within the ICS Disciplines


Quantitative Studies (1)

When peer assessment takes place within a group assignment, what differences occur in the final distribution of marks when the peer assessment is performed holistically and when it is broken down into categories? Lejk & Wyvill (2001a)

  • Both methods increase correlation with individual grades

  • Holistic assessment gives high proportion of equal distribution

  • Holistic assessment gives higher proportion at the extremes

  • Tendency to do the category-based method holistically!

Assessment of Group Work within the ICS Disciplines


Quantitative Studies (2)

When self-assessment is included with peer assessment in a group assignment, how does the self-assessment of an individual compare with the peer assessment of that same individual? Lejk & Wyvill (2001b)

  • Better students tend to under-assess themselves

  • Weaker students tend to over-assess themselves

  • Removal of self-assessment increases the spread of marks

Assessment of Group Work within the ICS Disciplines


Quantitative Studies (3)

When peer assessment is used within a group assignment, what differences occur when the peer assessment is performed secretly and when it is agreed as a group? Lejk & Wyvill (2001b)

  • Agreement between peers is less when done secretly

  • Spread of marks higher when done secretly

Assessment of Group Work within the ICS Disciplines


Qualitative Studies

  • Students prefer holistic assessment

  • Students find peer assessment difficult and open to abuse

  • Students prefer to peer assess in secret

  • Students find self-assessment even harder

  • Students find quantitative assessment unhelpful

Assessment of Group Work within the ICS Disciplines


Observations

  • More use should be made of qualitative peer assessment

  • Qualitative peer assessment benefits assessor and assessee

  • Same applies to self-assessment

  • Fits in with “modern” assessment ideas e.g. progress files

  • Holistic summative assessment “better” than category-based

  • Do not include self-assessment in summative assessment

  • “Fairer” quantitative assessment done in secret

  • Qualitative assessment done in the open

Assessment of Group Work within the ICS Disciplines


References

LEJK M. & WYVILL M. (2001a) Peer Assessment of Contributions to a Group Project: a comparison of holistic and category-based approaches. Assessment & Evaluation in Higher Education, 26(1), 61-72.

LEJK M. & WYVILL M. (2001b) The Effect of the Inclusion of Self-assessment with Peer Assessment of Contributions to a Group Project: a Quantitative Study of Secret and Agreed Assessments. Assessment & Evaluation in Higher Education, 26(6), 551-561.

LEJK M. & WYVILL M. (2002) Peer Assessment of Contributions to a Group project: student attitudes to holistics and category-based approaches. Assessment & Evaluation in Higher Education, 27(6), 569-577.

TOPPING, K. (1998) Peer assessment between students in colleges and universities, Review of Educational Research, 68(3), 249-276.

Assessment of Group Work within the ICS Disciplines


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