The impact of a rubric and friendship on peer assessment: Effects on construct validity, performance, and perceptions of fairness and comfort

被引：135

作者：

Panadero, Ernesto ^{[1
,2
]}

Romero, Margarida ^{[2
]}

Strijbos, Jan-Willem ^{[3
]}

机构：

[1] Univ Oulu, Learning & Educ Technol Res Unit LET, Dept Educ Sci & Teacher Educ, Oulu 90014, Finland

[2] Univ Autonoma Barcelona, Dept Psicol Basica Evolut & Educ, E-08193 Barcelona, Spain

[3] Univ Munich, Dept Physiol, D-80539 Munich, Germany

来源：

STUDIES IN EDUCATIONAL EVALUATION | 2013年 / 39卷 / 04期

关键词：

Peer assessment; Reliability; Construct validity; Rubric; Friendship; SELF-ASSESSMENT; STUDENT PERCEPTIONS; HIGHER-EDUCATION; ASSESSMENT-TOOL; CONCEPT MAPS; RELIABILITY; FEEDBACK;

D O I：

10.1016/j.stueduc.2013.10.005

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Construct validity of peer assessment (PA) is important for PA application, yet difficult to achieve. The present study investigated the impact of an assessment rubric and friendship between the assessor and assessee on construct validity of PA. Two-hundred nine bachelor students participated: half of them assessed a peer's concept map with a rubric whereas the other half did not use a rubric. The results revealed a substantial reliability and construct validity for PA. All students over-score their peers' performance, but students using a rubric were more valid. Moreover, when using a rubric a high level of friendship between assessor and assessee resulted in more over-scoring. Use of a rubric resulted in higher quality concept maps for peer and expert ratings. (C) 2013 Elsevier Ltd. All rights reserved.

引用

页码：195 / 203

页数：9

共 46 条

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