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Self and Peer Evaluation in Undergraduate Education: Are Promises Worth Risking the Perils?
Omelicheva, Mariya Y.
Omelicheva, Mariya Y.
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Abstract
This study canvasses reliability of students’ self and peer evaluation, a method of
assessment of university students that has recently gained renewed pedagogical
interest and broad recognition. Two experiments, imbedded in classroom curriculum,
examined the effects of the instrument of evaluation (with criteria vs. no criteria for
evaluation provided), the format of evaluation procedure (anonymous vs. nonanonymous),
and motivation of students (strong vs. weak) on the accuracy of students’
self and peer ratings. The results of the experiments revealed both a considerable
unreliability of peer ratings in some cases as well as a notable consistency of peer
evaluations in others. The instrument of evaluation with criteria provided had significant
positive effect on the accuracy of peer evaluations. This finding was robust across both
experiments reported in the paper. Students’ motivation also had impact on the
reliability of peer evaluations. Students strongly motivated to apply criteria for evaluation
produced more accurate peer evaluations compared to their peers provided with not
criteria or supported with the criteria but not motivated to apply them. The results on the
impact of the condition of anonymity were mixed.
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This is an author-produced PDF of an article accepted for publication following peer review. The publisher version is available on its site.
Date
2005
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Taylor and Francis
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peer_art1.pdf
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Omelicheva, Mariya Y. Self- and Peer-Evaluation in Undergraduate Education: Structuring
Conditions That Maximize Its Promises and Minimize the Perils, Journal of Political Science
Education 1(1): 191-206, 2005. http://dx.doi.org/10.1080/15512160590961784