Analysis of validity of peer assessment: a study in Higher Education

被引：3

作者：

Pascual-Gomez, Isabel ^{[1
]}

Lorenzo-Llamas, Elena Maria ^{[1
]}

Monge-Lopez, Carlos ^{[1
]}

机构：

[1] Univ Alcala de Henares, Guadalajara 19001, Spain

来源：

RELIEVE-REVISTA ELECTRONICA DE INVESTIGACION Y EVALUACION EDUCATIVA | 2015年 / 21卷 / 01期

关键词：

Cooperative learning; self-assessment; portfolio assessment; Higher Education; peer-assessment; assessment for learning; hetero-assessment; emic perspective; rubric;

D O I：

10.7203/relieve.21.1.5168

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In Spain only a limited number of studies have been done regarding students evaluating their peers in higher education. The objective of this article is to analyse the way in which students that have participated in a cooperative learning project evaluated their peers. Data were collected online from a sample of 119 bachelor students that were registered in a teacher training course at the University of Alcala. Activities were designed for both peer evaluation and self-evaluation in group work. These student evaluations were compared with ratings given by the teacher. A contrast analysis showed a statistically significant difference of 1-2 points between the mean scores, in favour of the students. Despite these overestimated values, an analysis of the content from the self-evaluation tool showed its usefulness for improving the formative assessment process for both students and teachers.

引用

页码：1 / 17

页数：17

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