A comparative analysis of the consistency and difference among online self-, peer-, external- and instructor-assessments: The competitive effect. (July 2016)

• Record Type: Journal Article
• Authors: Domínguez, César; Jaime, Arturo; Sánchez, Ana; Blanco, José Miguel; Heras, Jónathan
• Is Part Of: Computers in human behavior. Volume 60(2016)
• Page Start: 112
• Page End: 120
• Publication Date: 2016-07
• Subjects: Self-assessment -- Peer-assessment -- External-assessment -- Competitive effect -- Online-tools; Interactive computer systems -- Periodicals; Man-machine systems -- Periodicals; 004.019
• DOI: 10.1016/j.chb.2016.02.061
• Languages: English
• ISSNs: 0747-5632

Abstract

Abstract: In the last few years, self- and peer-assessment have been increasingly employed not only as an evaluation method, but also as a learning procedure. The consistency and difference between self- and peer-assessments as compared to instructor-assessments have been previously studied, and a friendship bias was discovered. In this study, we introduce external-assessment (products are assessed by students from a different university that are enrolled in a similar course), and compare self-, peer-, external- and instructor-assessments. The experience was conducted at two different universities separated by a significant distance, during two consecutive years, including a total of 97 students. At both universities, students developed websites and online tools were employed to organise the different types of assessments. The obtained results indicate that there is a high-level of consistency across the different kinds of assessments. Moreover, a competitive effect was discovered: students tended to award higher grades to students from their same university while they were harsher with the products from a distant university. From the learning perspective, and according to the students' final grade, the assessment experience correlated with learning gains. Highlights: Self- and peer-assessment have been increasingly employed in the last few years. We introduce external-assessment from students from a different university. A high-level consistency among the different kinds of assessments is obtained. A competitive effect is found: students are stricter with products from a distant university. The assessment experience was correlated with learning gains.