Reliability of Self and Peer Assessment of Group Work in Higher Education

Chowdhury, Mehdi

doi:10.2139/ssrn.2631512

Cited by 1 publication

(4 citation statements)

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“…However, following the findings of my previous article (Chowdhury, 2019), we propose that the method does not solve the problem but adds further complications and this is discussed in the next section.…”

Section: (Insert Table 3 Here)mentioning

confidence: 94%

“…I, in the article Chowdhury (2019) identified that the practice of self and peer assessment can be represented as a strategic form game. A strategic form game is defined by three elements (i) the set of players (ii) the set of the strategies of the players, and (iii) the outcomes (utilities) of players from different combinations of strategies played (Maschler et al 2013, page 77).…”

Section: Findings Of Chowdhury (2019)mentioning

confidence: 99%

“…Therefore, a number of articles have attempted to design SPA enabling truthful information transmission from students to tutors. In a previously authored article (Chowdhury, 2019), I questioned the effectiveness of these attempts and demonstrated that the interpretation of the ratings in the SPA is not possible because of the inherent weakness of not accommodating human behavioural factors in those designs. This finding implied that SPA should not be utilised to map group marks to individual marks as the tutors essentially do not know what the ratings actually mean.…”

Section: Introductionmentioning

confidence: 99%

“…A challenge to the findings of my previously authored article (Chowdhury, 2019) comes from the method of normalisation combined with peer assessment only. A student cannot influence his or her own mark when peer assessment is combined with normalisation.…”

Section: Introductionmentioning

confidence: 99%

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Using the method of normalisation for mapping group marks to individual marks: some observations

Chowdhury

2019

Assessment & Evaluation in Higher Education

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The method of normalisation combined with peer ratings is utilised to provide the solution to the biased rating problem of mapping group work marks to individual marks. We critically evaluate the method of normalisation following the findings of an article of the author which argued against the use of self and/or peer rating mechanism. We demonstrate that the findings of that article also hold for the method of normalisation as the influence of human behavioural factors are not accommodated in the designs. Additionally, we argue that the method (and its variants) is rather complicated, where all possible contingencies are not prespecified. It makes the arrangement between tutors and students in conducting peer assessments incomplete and unverifiable by a third party.

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Section: (Insert Table 3 Here)mentioning

confidence: 94%

Section: Findings Of Chowdhury (2019)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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