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

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 assessment adapted from topping 1998

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

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

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


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

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


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

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


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

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

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

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


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

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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