Students’ learning outcomes and peer rating accuracy in compulsory and voluntary online peer assessment

作者：Jin Liu, Xiuyan Guo, Ruiqin Gao, Paul Fram, Yu Ling, He Zhang, Wang Jin · 发表于：Assessment & Evaluation in Higher Education · 年份：2018 · DOI：10.1080/02602938.2018.1542659 · 被引用次数：29 · 研究领域：Student Assessment and Feedback、Online and Blended Learning、Communication in Education and Healthcare

Peer assessment can be conducted online with rapid development of online learning technology. The current study was conducted empirically to investigate peer rating accuracy and student learning outcomes in online peer assessments, comparing compulsory and voluntary peer assessment. Section 1 (N = 93) was assigned to the voluntary group and Section 2 (N = 31) was assigned to the compulsory group. The results showed the voluntary group scored significantly higher than the compulsory group in the final task of the course, while there was no significant difference on the final task score increase. Students who participated in the voluntary group provided more accurate scores (i.e. peer rater accuracy) than those who participated in the compulsory group. The peer score leniency/severity rating, comparing peer assigned scores with the teacher assigned scores, were generally consistent with the peer rater accuracy results. The current study offers insights for researchers who are interested in studying the effect of online peer assessment activities. The results are also of interest for instructors who may want to conduct peer assessments in online courses and are choosing between compulsory and voluntary formats.