A case study of peer-rater differences in Hong Kong

Tillotson Li ()
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Tillotson Li: Tung Wah College

No 200943, Proceedings of International Academic Conferences from International Institute of Social and Economic Sciences

Abstract: Assessing student performance in higher education has never been easy. Pedagogy to engage students in learning and make them own their learning has become increasingly popular. The paradigm of teaching has switched from teacher-centered to student-centered. Likewise, students? involvement in assessments (self- and peer-assessments) is becoming more common. Self- and peer-assessment have widely been researched and evidenced in enhancing and motivating student learning. Differences in assessment results between peers and instructor have been found insignificant. However, differences among peers have not been studied much. The purpose of this paper is to investigate differences among peer raters. Do friends rate more leniently and not-so-friendly peers rate more stringently? Data were collected from a business communication course delivered at a Hong Kong private higher education institute for fall 2013. The course had 108 students in 3 sections, and 28 groups were formed to work on a case study. Students were required to orally present their case studies. Presentation was graded by both peer-rater groups and the instructor. For inter-rater differences, 22 of the 28 groups were rated significantly differently (P

Keywords: Peer-assessment; discriminatory grading; peer raters. (search for similar items in EconPapers)
Pages: 15 pages
Date: 2014-06
New Economics Papers: this item is included in nep-hrm
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Citations: View citations in EconPapers (1)

Published in Proceedings of the Proceedings of the 10th International Academic Conference, Vienna, Jun 2014, pages 424-438

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Persistent link: https://EconPapers.repec.org/RePEc:sek:iacpro:0200943

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