Peer, self and tutor assessment
Relative reliabilities
Bibliographic Data
| ID | 4096778 |
|---|---|
| Authors | Lorraine A J Stefani, Lorraine Stefani (Queen's University Belfast, corresponding author) |
| Year | 1994 |
| Volume | 19 |
| Issue | 1 |
| Pages | 69-75 |
| Publication date | 1994-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079412331382153 |
| OpenAlex | W2031192422 |
| Language | EN |
| Citations received | 69 |
| References cited | 5 |
A collaborative peer, self and tutor assessment scheme in which the students themselves defined the marking schedule for a scientific report of a laboratory experiment within the biological sciences, is evaluated in terms of correlations between sets of marks. The issues addressed in this report include: (1) the reliability of student-derived marks, with particular emphasis on perceived tendencies of high achieving students to underestimate their performance and low achieving students to overestimate their performance; (2) the use of student-derived marks in formal grading procedures; and (3) the learning benefits which accrue for students participating in peer and self-assessment procedures. The results of this study undertaken within the context of a clearly defined, carefully monitored assignment indicate that students have a realistic perception of their own abilities and can make rational judgements on the achievements of their peers. The positive implications of introducing peer and self-assessment schemes into undergraduate courses are discussed
Higher education · Mathematics education · Medical education · Peer Assessment · Peer evaluation · Peer tutor · Perception · TUTOR · Innovative Teaching and Learning Methods · Innovative Teaching Methods · Psychology · Student Assessment and Feedback
The Impact of Self-assessment and Peer-assessment in Writing on the Self-regulated Learning of Iranian EFL Students
Video-based feedback on student assessment
Self‐assessment and the disadvantaged student
Accuracy of students' self‐assessment and their beliefs about its utility
Peer assessment of oral presentations
Education students and their teachers
The accuracy of student self-assessments of English-Chinese bidirectional interpretation
Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives.
Learning by reviewing.
Assessor or assessee
Self-Assessment of Knowledge
Assessing Self- and Peer-assessment
Student Peer Assessment in Higher Education
Effective peer assessment processes
Assessment and Classroom Learning
The Language Experience and Proficiency Questionnaire (Leap-Q)
Instruction over Incentives
Evaluating Assessment in Moocs
Investigating students’ awareness of their own and others’ deviations from controlled science experiments
Knowing HE standards
When do students provide more peer feedback? The roles of performance and prior feedback experiences
Alternative democratic assessment in Pete
Making the case for democratic assessment practices within a critical pedagogy of physical education teacher education
Mother–Adolescent Proficiency in a Common Language Facilitates Socialization Among Mexican‐Origin Families
The role of some selected psychological and personality traits of the rater in the accuracy of self- and peer-assessment
Improving geography essay writing using innovative assessment
Peer and self assessment of group work
Finding an optimal balance between agreement and performance in an online reciprocal peer evaluation system
A Common Measurement System for K-12 STEM education
New lines in edumetrics
“But is it fair?”
Self-assessment of the oral presentation competence
Self-assessment in coursework essays
Peer Assessment Between Students in Colleges and Universities
Self-assessment, preparation and response time on a computerized oral proficiency test
The influence of peer feedback on self- and peer-assessment of oral skills
Peer and self-assessment applied to oral presentations from a multidisciplinary perspective
How to achieve accurate peer assessment for high value written assignments in a senior undergraduate course
Developing a New Approach to the Assessment of Project Work
Relationships between student characteristics and self‐, peer and tutor evaluations of oral presentations
Assessment in Partnership with Learners
A Study in Self‐assessment
Student perceptions of peer assessment
Using self- and peer-assessments for summative purposes
‘Some kind of weird, evil experiment’
Interventions in teaching first-year law
Inclusive assessment for linguistically diverse learners in higher education
Optional self-assessment
Improving and Encouraging Peer Assessment of Student Presentations
Self-assessment of employability skill outcomes among undergraduates and alignment with academic ratings
Small group discussion as a key component in online assessment training for enhanced student learning in web-based peer assessment
Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment
Changes in the reliability and validity of peer assessment across the college years
Tutor Versus Peer Group Assessment of Student Performance in a Simulation Training Exercise
A Novel Technique for Comparing the Reliability of Multiple Peer Assessments with that of Single Teacher Assessments of Group Process Work
Self-assessment of self-assessment in a process of co-teaching
Instructors' uses, experiences, thoughts and suggestions regarding Calibrated Peer Review
The Use of Student Derived Marking Criteria in Peer and Self-assessment
Student perspectives on formative peer assessment
The Development of Critical Thinking Skills in Undergraduate Supervisory Management Units
The Importance of Marking Criteria in the Use of Peer Assessment
The architecture of peer assessment
The use of self-, peer and co-assessment in higher education
Self‐Assessment of Speaking Skills and Participation in a Foreign Language Class
Bilingual language switching and selection at the phonetic level
Reciprocity as a Source of Bias in Multiple Peer Assessment of Group Work
Peer and Teacher Assessments of Oral Presentation Skills
Assessment
Assessing oral proficiency in computer-assisted foreign language learning
| Unique citing works | 69 |
|---|---|
| Citations per year | 2,3 |
| Citation span | 1996 - 2026 (31) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 62 |