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
Permalink -

https://acuresearchbank.acu.edu.au/item/8w709/does-the-use-of-summative-peer-assessment-in-collaborative-group-work-inhibit-good-judgement

Restricted files

Publisher's version

  • 60
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Student perceptions of collaborative group work (CGW) in higher education
McKay, Jade and Sridharan, Bhavani. (2024). Student perceptions of collaborative group work (CGW) in higher education. Studies in Higher Education. 49(2), pp. 221-234. https://doi.org/10.1080/03075079.2023.2227677
The four pillars of peer assessment for collaborative teamwork in higher education
Sridharan, Bhavani, McKay, Jade and Boud, David. (2023). The four pillars of peer assessment for collaborative teamwork in higher education. In In Noroozi, Omid and De Wever, Bram (Ed.). The Power of Peer Learning : Fostering Student's Learning Processes and Outcomes pp. 3 - 24 Springer Nature. https://doi.org/10.1007/978-3-031-29411-2_1
Four Restless Narratives : Convener Reflections on Social Learning Communities at an Australian University
Owens, Alison Rhona, Sridharan, Bhavani, Burston, Adam Scott and Hurley, Laurine Faye. (2023). Four Restless Narratives : Convener Reflections on Social Learning Communities at an Australian University. Journal on Excellence in College Teaching. 34(4), pp. 29-46.
Co-creating sustainable and dynamic curriculum : a decision support system for assuring graduate capability
Sridharan, Bhavani and Mustard, Jamie. (2023). Co-creating sustainable and dynamic curriculum : a decision support system for assuring graduate capability. 31st European Conference on Information Systems. Kristiansand, Norway 11 - 16 Jun 2023 Norway: Association for Information Systems. pp. 1-15
Impacts of integration of learning activities with video modules in asynchronous learning
Biswas, Kamanashis, Sridharan, Bhavani and Chowdhury, Mohammad. (2023). Impacts of integration of learning activities with video modules in asynchronous learning. Australia: Australasian Association for Engineering Education. pp. 1
Responsible management education in business schools : Are we there yet?
Azmat, Fara, Jain, Ameeta and Sridharan, Bhavani. (2023). Responsible management education in business schools : Are we there yet? Journal of Business Research. 157, p. Article 113518. https://doi.org/10.1016/j.jbusres.2022.113518
The impact of learner engagement on performance outcomes : A longitudinal study in accounting education
de Castro, Vincent Bicudo, Sridharan, Bhavani, Watty, Kim and Safari, Maryam. (2020). The impact of learner engagement on performance outcomes : A longitudinal study in accounting education. Accounting and Finance. 61(S1), pp. 1639-1664. https://doi.org/10.1111/acfi.12640
The effects of peer judgements on teamwork and self-assessment ability in collaborative group work
Sridharan, Bhavani and Boud, David. (2019). The effects of peer judgements on teamwork and self-assessment ability in collaborative group work. Assessment and Evaluation in Higher Education. 44(6), pp. 894-909. https://doi.org/10.1080/02602938.2018.1545898
Students’ perceptions of peer assessment effectiveness : An explorative study
Sridharan, Bhavani, Muttakin, Mohammad Badrul and Mihret, Dessalegn Getie. (2018). Students’ perceptions of peer assessment effectiveness : An explorative study. Accounting Education: An International Journal. 27(3), pp. 259-285. https://doi.org/10.1080/09639284.2018.1476894
Evidencing learning outcomes : A multi-level, multi-dimensional course alignment model
Sridharan, Bhavani, Leitch, Shona and Watty, Kim. (2015). Evidencing learning outcomes : A multi-level, multi-dimensional course alignment model. Quality in Higher Education. 21(2), pp. 171-188. https://doi.org/10.1080/13538322.2015.1051796
Does supply always come on the heels of demand? Matches and mismatches in e-learning
Sridharan, Bhavani, Deng, Hepu and Kinshuk. Does supply always come on the heels of demand? Matches and mismatches in e-learning. Issues in Educational Research. 24(3), pp. 260-280.