Does the use of summative peer assessment in collaborative group work inhibit good judgement?
Does the use of summative peer assessment in collaborative group work inhibit good judgement?
复制标题
在协作小组工作中使用总结性同伴评估是否会妨碍良好的判断？
作者：
B. Sridharan;J. Tai;D. Boud
同侪评分的准确性和一致性，特别是当学生在形成性和总结性评估制度中有权奖励（或惩罚）时，在很大程度上尚不清楚。本研究的目的是评估学生的能力和行为，在他们的同伴的团队合作的表现，在合作小组评估的背景下，无论是在马克计算和不计算到他们的最终成绩。形成性和总结性评估数据来自98名参与者在匿名自我和同行评估的团队成员的贡献，在商业课程的小组评估。研究结果表明，学生能够准确和一致地判断他们的同龄人的表现在很大程度上，特别是在形成性评价的过程组成部分的小组工作。然而，研究结果表明显着的同侪评分偏差时，同侪标记有助于最终成绩。总的来说，研究结果表明，当学生意识到他们的行为可能会惩罚没有贡献的学生时，他们不愿意诚实地评估他们的同龄人。这引发了人们对使用同侪评分进行总结性评估是否适当的质疑。为了克服所发现的问题，本文提出了一些措施，以指导教育工作者有效地嵌入终结性同侪评估在小组评估的背景下。
The accuracy and consistency of peer marking, particularly when students have the power to reward (or penalise) during formative and summative assessment regimes, is largely unknown. The objective of this study is to evaluate students’ ability and behaviour in marking their peers’ teamwork performance in a collaborative group assessment context both when the mark is counted and not counted towards their final grade. Formative and summative assessment data were obtained from 98 participants in anonymous self and peer assessment of team members’ contributions to a group assessment in business courses. The findings indicate that students are capable of accurately and consistently judging their peers’ performance to a large extent, especially in the formative evaluation of the process component of group work. However, the findings suggest significant peer grading bias when peer marks contribute to final grades. Overall, findings suggest that students are reluctant to honestly assess their peers when they realise that their actions can penalise non-contributing students. This raises questions about the appropriateness of using peer marks for summative assessment purposes. To overcome the problems identified, this paper proposes a number of measures to guide educators in effectively embedding summative peer assessment in a group assessment context.