Self and Peer Evaluation in Undergraduate Education: Are Promises Worth Risking the Perils?

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.