The Impact of Self- and Peer-Grading on Student Learning

“Peer feedback, as an educational method, refers to students evaluating their peers ’ work based on specific evaluation criteria (Sadler & Good, 2006).”

“For example, Sadler and Good reported correlations of 0.91 to 0.94 in the context of secondary education [23]; Luo et al. re-ported a correlation of 0.62 in a MOOC [14]; Price et al. reported correlations of 0.89 to 0.91 in a guided-inquiry conceptual physics course [20].”

“Even after rubric-guided training, students in a middle-school science class still awarded lower grades to higher performing peers [35].”

“Moreover, student self-grading is analyzed separately from peer-grading, because self-assessment has been widely documented in the literature to be more generous (see, for instance, References [14, 21, 57]).”

“In another study, Sadler and Good (2006) investigated the peer ratings by seventh graders on a test, with a range of questions from fill-in-the-blank to short answers.”

“Sadler and Good trained students with a scoring rubric and report a very high correlation between peer-assigned grades and teacherassigned grades, though they note some patterns of bias when students assigned grades [15].”

“We adopt the approach called peer-assessment [1], [2], [3], [4], [5], [6], [7], [8] as the basic strategy.”

“…con lo que manifiesta Panadero, Alonso-Tapia y Huerta (2014) e investigaciones previas (Andrade, Du & Wang, 2008; Panadero & Jonsson, 2013; Sadler & Good, 2006), muestran que las Rúbricas bien diseñadas contribuyen a la mejora del rendimiento académico, aportan una diferenciación del…”

“This appraisal of self-knowledge as a function of score predictions, according to Tassone (2001) is an important component of the ‘performance expectancy’ which is considered to be part of self-regulated learning.”

“Aspects related to grading by students are also discussed in references [28] [2] [17], such as the students’ skills to assign grades to their colleagues and to do the task of revision (when compared to the teacher’s skills [24]).”

“Reframing this practice would position assessment as learning itself, promoting well-established mechanisms such as student self-grading that actively engage learners in discussing their own progress (Nulty, 2011; Sadler & Good, 2006).”

“Low performing students have larger learning gains (Sadler & Good, 2006) while other researchers suggest that average students who are more accurate in their self-assessment benefit the most (Boud, Lawson & Thompson (2013).”

“Results of web-based peer assessment are consistent with those of student assessment (Sadler & Good, 2006; Sung, Chang, Chiou, & Hou, 2005).”

“Sadler and Good (2006) argue that self-assessment is valuable, as this approach prepares students to be accountable and responsible.”

“Peer assessment is an activity in learning, which requires learners’ ability to evaluate peers’ work based on some criteria (Sadler & Good, 2006).”

“simulation exercises further enhances the experience for both the student and student reviewer by promoting selfregulation and improving productiveness and cooperation.(24,25) Even though peer feedback may at certain situations lack the same caliber comments and evaluation of an expert instructor, the immediacy and vo…”

“Moreover, the potential for bias is further reduced when instructors, rather than students, furnish the final assignment grades (Sadler & Good, 2006), as was the case in the current study.”

“…PA benefits (Carless, Joughim, and Mok 2006; Gielen et al. 2011; Hattum-Janssen and Lourenco 2006; Kwan and Leung 1996; Pryor and Lubisi 2002; Sadler and Good 2006; Searby and Ewers 1997; Taras 2002), while White (2009) summarises advantages and disadvantages of PA, as well as using PA for…”

“The authors suggested that to ―make student grading optimal, [one should] train the students, use blind grades, use incentives and check for accuracy‖ (Sadler and Good, 2006, p.25). Hafner and Hafner (2003) used assessments of oral presentations to estimate the”

“It has become clear that feedback can be given by the teacher to the student, but also constructed collaboratively by students themselves, their peers, or about the context [31,32].”

“Furthermore, providing and receiving peer feedback prepares students for later professional life because it allows students to practice generic skills like collaborating with others and communicating clearly (Sadler & Good, 2006; Topping, 1998).”

“It is usually combined with self-assessment [12], [22], where students assess themselves.”

“Moreover, students do not develop deep disciplinary expertise by merely being told what is correct and incorrect about their performance (Sadler & Good, 2006), but benefit from feedback only when they construct their own meaning from the received message by asking questions, discussing, and…”

“In MOOCs, peer assessment is viewed as a promising solution that can scale the grading of complex assignments for many students (Sadler & Goo [17].”

“Such evaluations may provide meaningful feedback that could further enhance the learning process (Sadler & Good, 2006; Freeman & Parks, 2010).”

“Term average Problem- solving score Scores (%, mean ± SD) Term average 1 78.5 ± 9.8 problem-solving score 0.11* 1 65.8 ± 20.9 assigned to students by their peers and may be an indication of the social skills of students (Morales-Mann and Kaitell 2001; Sadler and Good 2006).”

“The related literature (Sadler and Good, 2006, e.g.) shows that peer-grading improves learning of the students in addition to their regular learning through a course.”

“Ranking as a hierarchical structure is used in the academic environment for many purposes, among others for evaluating quality in higher education [9, 16], for determining the success of different departments within a university [5], for student selection [15] and for ranking specific student attributes to determine t…”

“Moreover, rather than having a teacher rush through each submission, students are able to take their time to correct just a small subset of them [4].”

“Sadler and Good [2006] have suggested the following concepts that peer assessment can help with”

“Sadler and Good (2006) compared student homework evaluations with teacher grades for the same work in four of their general-science classes and found that lower performing students tended to in fl ate their own low scores.”

“• many peer markers are unable to make accurate judgments due to lack of knowledge or ability [10], sometimes not being aware themselves of the key aspects of the assignment, they can give lower grades to well performing students than the teacher might [4]; • a few peer markers may be in favor of each other, and eithe…”

“Such graphical tools may also benefit didactics approaches like Peer Instruction (Mazur, 1997), Collaborative Problem Solving (Roschelle and Teasley, 1995; Stahl, 2006), Shared Regulation (Malmberg et al., 2015), Peer Assessment (Sadler and Good, 2006), et cetera.”

“For example, Sadler and Good (2006) reported an instance in the United States where the peer-grading assessments was legally banned in certain States after a parent instigated court case stemming from a child’s experience of being bullied by peers during peer grading.”

“Previous research has shown that self- and peer-assessment training can boost achievement (Andrade et al., 2008; Kulkarni et al., 2013; Lawson et al., 2012), but such studies are sparse and few have been conducted in a middle school setting (Ross et al., 2002; Sadler & Good, 2006).”

“For the implementation of the solution, we use the standard LOM and the ontology proposed by Ullrich [14] and enhanced in [15] to describe the semantic information granules (definition, explanation, etc.”

“, students reviewing each other’s work using a protocol that ensures anonymity, seems a plausible first option (Sadler and Good, 2006; Lu and Bol, 2007).”

“Some works [1], [2] focus on the logistical benefits of peer assessment, such as quicker feedback and the possibility of offloading some of the grading to students.”

“Advantages of peer assessment are that it helps participants understand their own work better, provides more immediate feedback and improves attitudes towards the learning process [61, 87].”

“We analyzed 11 papers and identified four clusters relevant to our work, which we consider all of them in designing Blockment : • A) Self-Grading [71, 77]: Blockment ensures that the person who assigns the grade of a particular handout is not the person who graded it in the first place.”

“Peer grading can improve students’ learning by encouraging critical thinking about the work of their classmates and can also help with the delivery of large classes by reducing grading work for teaching assistants (TAs) and instructors [19].”

“However, there are things to consider when using peer assessment [1].”

“• [K ≡ [1, 10]]: when the student is actually assessed by the teacher, it is the actual grade assigned by the teacher through the correction of one or more structured openended exercises; otherwise, when only peer-assigned values exist for K, it is the average of marks received by peers; from a learning point of view,…”

“More details about the case is discussed by Sadler and Good (2006).”

“Sadde and Good (2006) used Kappa, percentage of agreement and correlation coefficient together.”

“Previous studies have indicated that self-grading and self-evaluation both prompt better recall in students in follow-up assessments (Sadler and Good 2006; Boud 2013).”

“We then detail the steps taken to realize a peer-review process.”

“Researchers do not completely agree on the validity of peer grading: some find it to be adequate [7,8], while others find it very variable [9,10].”

“Peer assessment or peer feedback provides more immediate feedback, helps the students to understand their own work better, and improves student attitudes towards the learning process [21].”

“Peer Assessment is a process by which students or their peers attach grades based on predefined benchmarks by professor [Sadler and Good 2006].”

“…researchers claim that in peer assessment only feedback should be provided, grading should not be done since it may have a negative effect on learning process (Black, Harrison, Lee, Marshall, & Wiliam, 2003; Sadler & Good, 2006; Søndergaard & Mulder, 2012; Snowball & Mostert, 2013; Topping, 2009).”

“Proper peer grading, which we incorporate in our approach, has been proven to be beneficial to instructors and students [11].”

“…decrease the effort required for in-structors and teaching assistants (TAs), research suggests that peer-grading can be utilized to produce valid and reliable grades [10] and has become the focus of research projects [1, 4–7, 10, 11, 14– 16, 18, 20, 21, 24–31] for use in assessing MOOC assignments.”

“for instructor grading in many fields [6,7,13].”

“However, they could help tutors identify students who tend to “pad” their scores, hyper-inflating their scores undeservably.(22)”

“Enhancement of student comprehension of subject matter and the tasks required of them [14,15,16].”

“Sadler and Good (2006) showed usability of peer grading by the statistical method [1].”

“These results also confirm previous research that has been conducted with adolescent learners (Sadler & Good 2006; Saito & Fujita 2004; Cho & MacArthur 2010) and older learners (Patri 2002; Rudy & Fejfar et al. 2001; Falchikov & Goldfinch 2000).”

“Additionally, simply making comments on, or grading, others work does not necessarily promote development of the requisite skills (Althauser and Darnall 2001, Sadler and Good 2006, Li et al. 2010).”

“While learning, a student can train such abilities through the participation in sessions of peer assessment [2], in addition to verifying and improving her own comprehension of a topic [3].”

“Saddler and Good (Sadler and Good, 2006) have shown that students in the middle school context are able to assess assignments consistently when given concrete and well defined criteria (in their case evaluation rubrics).”

“Sadler and Good (2006) argue that methodologically training students to honestly and objectively rate their peers (“power sharing”), and giving them the de facto power to grade can be both highly accurate and reliable, “provided that ratings are on achievement” (Sadler and Good 2006).”

“Some research suggests that teachers who use student self-assessment in the classroom may reduce their workload as they shift responsibilities of the learning to the student (D. R. Sadler 1989; P. M. Sadler and Good 2006).”