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Cited by 344

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

Peer, self and tutor assessment: Relative reliabilities

Stefani, Lorraine A.J.·1994·Studies in Higher Education
DOI 10.1080/03075079412331382153
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Abstract

A collaborative peer, self and tutor assessment scheme in which the students themselves defined the marking schedule for a scientific report of a laboratory experiment within the biological sciences, is evaluated in terms of correlations between sets of marks. The issues addressed in this report include: (1) the reliability of student-derived marks, with particular emphasis on perceived tendencies of high achieving students to underestimate their performance and low achieving students to overestimate their performance; (2) the use of student-derived marks in formal grading procedures; and (3) the learning benefits which accrue for students participating in peer and self-assessment procedures. The results of this study undertaken within the context of a clearly defined, carefully monitored assignment indicate that students have a realistic perception of their own abilities and can make rational judgements on the achievements of their peers. The positive implications of introducing peer and self-assessment schemes into undergraduate courses are discussed.

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Metadata

Authors
Stefani, L. A. J.
Venue
Studies in Higher Education
Publisher
Informa UK Limited
Published
1994-01
Volume
19
Issue
1
Pages
69-75
ISSN
  • 0307-5079 (ISSN-L)
  • 1470-174X
DOI
10.1080/03075079412331382153
OpenAlex
W2031192422
Cited by
344
References
1
FWCI
30.17
Type
journal article
Language
en
Open access
closed

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

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