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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. Types of peer assessment adapted from Topping (1998). Type 1 peer assessment of work produced by an individual by another individual

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

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  1. The role of peer and self assessment in the assessment of groupwork Mark Lejk School of Computing & Technology University of Sunderland Assessment of Group Work within the ICS Disciplines

  2. Types of peer assessmentadapted from Topping (1998) • Type 1 peer assessment of work produced by an individual by another individual • Type 2 peer assessment of work produced by an individual by a collection of other individuals • Type 3 peer assessment of work produced by a group by a collection of other individuals • Type 4 peer 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

  3. Peer assessment within groups • Formative (qualitative) • Summative: category-based holistic Assessment of Group Work within the ICS Disciplines

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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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