Does the use of summative peer assessment in collaborative group work inhibit good judgement?

Journal article


Sridharan, Bhavani, Tai, Joanna and Boud, David. (2019). Does the use of summative peer assessment in collaborative group work inhibit good judgement? Higher Education. 77(5), pp. 853-870. https://doi.org/10.1007/s10734-018-0305-7
AuthorsSridharan, Bhavani, Tai, Joanna and Boud, David
Abstract

The accuracy and consistency of peer marking, particularly when students have the power to reward (or penalise) during formative and summative assessment regimes, is largely unknown. The objective of this study is to evaluate students’ ability and behaviour in marking their peers’ teamwork performance in a collaborative group assessment context both when the mark is counted and not counted towards their final grade. Formative and summative assessment data were obtained from 98 participants in anonymous self and peer assessment of team members’ contributions to a group assessment in business courses. The findings indicate that students are capable of accurately and consistently judging their peers’ performance to a large extent, especially in the formative evaluation of the process component of group work. However, the findings suggest significant peer grading bias when peer marks contribute to final grades. Overall, findings suggest that students are reluctant to honestly assess their peers when they realise that their actions can penalise non-contributing students. This raises questions about the appropriateness of using peer marks for summative assessment purposes. To overcome the problems identified, this paper proposes a number of measures to guide educators in effectively embedding summative peer assessment in a group assessment context.

Keywordsgroup assessment; formative and summative assessment; consistency and accuracy; assessment bias
Year2019
JournalHigher Education
Journal citation77 (5), pp. 853-870
PublisherSpringer
ISSN0018-1560
Digital Object Identifier (DOI)https://doi.org/10.1007/s10734-018-0305-7
Scopus EID2-s2.0-85052623469
Research or scholarlyResearch
Page range853-870
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online22 Aug 2018
Publication process dates
Deposited30 Jul 2021
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