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The Use of Student Derived Marking Criteria in Peer and Self-assessment
Abstract
This paper reports a study which implemented and evaluated a method of student self and peer assessment involving student constructed marking criteria. The theme of the importance of marking criteria (Orsmond et al ., 1996, 1997) is developed. Pairs of first-year undergraduate biology students were asked to complete a poster assignment. The study was designed to allow the comparison and evaluation of (1) student self and tutor marking for individual marking criteria; (2) student self and peer marking for individual marking criteria; and (3) student and tutor marking for student constructed and tutor provided individual marking criteria. The present study shows that: (a) students may be less able to discriminate between individual marking criteria which they have constructed compared to marking criteria that have been provided; (b) asking students to construct their own marking criteria in discussion with tutors or fellow students does not enhance agreement between student/tutor or student/student marking; and (c) allowing students to construct their own marking criteria may lead to different learning outcomes compared to providing students with a marking criteria.
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Citations
Cites
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Cited by
Peer feedback: the learning element of peer assessment
Liu, N.-F., & Carless, D. (2006) · Teaching in Higher Education · doi:10.1080/13562510600680582 · Cited by 1,034
The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning
Higgins, R., Hartley, P., & Skelton, A. (2002) · Studies in Higher Education · doi:10.1080/03075070120099368 · Cited by 795
The future of student self-assessment: a review of known unknowns and potential directions.
Panadero, E., Brown, G. T. L., & Strijbos, J.-W. (2016) · Educational Psychology Review · doi:10.1007/s10648-015-9350-2 · Cited by 388
Hovardas, T., Tsivitanidou, O. E., & Zacharia, Z. C. (2014) · Computers & Education · doi:10.1016/j.compedu.2013.09.019 · Cited by 176
Transforming holistic assessment and grading into a vehicle for complex learning
Sadler, D. R. (2009) · Assessment, Learning and Judgement in Higher Education · doi:10.1007/978-1-4020-8905-3_4 · Cited by 162
Metadata
- Authors
- Orsmond, P., Merry, S., & Reiling, K.
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2000-03
- Volume
- 25
- Issue
- 1
- Pages
- 23-38
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W1988677309
- Cited by
- 277
- References
- 1
- FWCI
- 17.58
- Type
- journal article
- Language
- en
- Open access
- closed
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- Orsmond, P., Merry, S., & Reiling, K. (2000). The Use of Student Derived Marking Criteria in Peer and Self-assessment. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602930050025006
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
