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

“Some measures have been taken to improve feedback quality, such as offering peer review training, providing well-structured and student-friendly rubrics, involving multiple peer assessors, conducting anonymous peer review [5], [6].”

“Similarly, Chang et al. (2012) and Sadler and Good (2006) reported that peer-raters are stricter than self-raters.”

“These peer assessment systems not only make the evaluation of thousands of contributions plausible, but also help to deepen peers’ understanding [35], and facilitate peers providing feedback to each other [31].”

“Peer grading can improve students’ learning of course material 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 (Sadler and Good, 2006).”

“Sadler and Good (2006) concluded that peer assessors were stricter than self-assessors.”

“The main finding is that peer grading is highly consistent with instructor grading when students are given clear grading criteria but biased in the sense that students tend to give lower than deserved score to best peers (Sadler & Good, 2006).”

“…esiti delle autovalutazioni il docente può ottenere sia informazioni importanti sull’impatto della propria pratica didattica sia individuare i casi con particolari difficoltà, legata a lacune di preparazione o a scarsa capacità di uso autonomo degli strumenti autovalutativi (Sadler & Good, 2006).”

“Self-grading provides the opportunity for students to deepen their understanding of subjects and to better understand why an answer is incorrect (Sadler & Good, 2006).”

“This document focuses on North America, and you are also expected to undertake your own research when considering both refineries and the local conditions present in Brunei.”

“(Sadler & Good, 2006).”

“On the plus side, students tend to appreciate the fairness of P&SA and the lack of instructor input in the P&SA process (Kaufman & Schunn, 2011). which they see as a hindrance for a constructive peer feedback process Nevertheless, there seem to be a majority view that allowing students to grade offers logistical, peda…”

“Peer grading raises questions of confidentiality (Sadler & Good, 2006), and some students may find this practice to be unfair.”

“[19] indicate that there are logistical, pedagogical, affective, and metacognitive advantages to incorporating peer assessment in the classroom.”

“In our opinion meta-design skills should be considered as important as traditional "literacy and numeracy" and more relevant than the so-called soft skills [4-20].”

“Sadler and Good (2006) noted that having peers assess others‟ work enabled teachers to enrich the learning processes by allowing them to employ more open-ended and sophisticated assessments with minimal encroachment upon a critical resource--the teacher‟s time.”

“The opportunity to judge the correctness of answers serves as another chance for students to further their understanding [28].”

“In fact, there have been several recent studies emphasizing the benefits of an assessment for learning perspective (Brown, 2006; Dierick & Dochy, 2001; JISC, 2010; Nicol, 2007; Sadler & Good, 2006; Sainsbury & Walker, 2007).”

“…2004; Tejeiro et al., 2012), yet some studies have shown no significant differences between students’ and teachers’ grades (Darrow et al., 2002; Falchikov & Boud, 1989; Falchikov & Goldfinch, 2000; Gorichanaz, 2024; Guberman, 2021; Kitchen et al., 2006; Sadler & Good, 2006; Sanchez et al., 2017).”

“When contrasting these benefits with earlier studies, it becomes clear that the positive outcomes of SA for teachers are well-documented in the academic field (Gardner, 2000; Phuong et al., 2023; Sadler & Good, 2006).”

“Ce dernier caractérise l’ampleur de la différence de note moyenne entre les élèves et les enseignant·es sur une tâche particulière (Sadler & Good, 2006, p. 6).”

“PA (Kane & Lawler, 1978; Sadler & Good, 2006) is a well-established learning, assessing, and self-assessing method.”

“• ensure a higher level of validity and reliability when structured marking schemes are used (Sadler & Good, 2006); • develop listening skills along with pronunciation skills, as being engaged in assessing requires much attention and listening effort; • inculcate the “intangibility conception”; •…”

“However, all final scores were assigned by the course instructor rather than by the participants, a procedure that has been shown to ease the potential bias introduced by student self-grading (Sadler & Good, 2006).”

“The peer assessment practice involves students grading the assignments of their peers based on a rubric carefully prepared by the instructor that explicates the assessment criteria (Sadler and Good, 2006).”

“Later studies (Lejik & Wyvill, 2001b; Wilmot & Crawford, 2005; Sadler & Good, 2006) found weaker learners tended to overrate their performance while stronger learners did the opposite.”

“To relieve the grading burden of the experts in the traditional way [20-22], especially with the popularity of open online classes such as MOOCs, peer reviewing has been proposed as a new way to address the grading tasks [1-2][23-25].”

“Herbert (2007),[32] Sadler and Good (2006)[33] revealed that reactions on peer evaluation range from being viewed as ‘fair and equitable’ and ‘qualified endorsements’ to ‘traditional peer assessment is relatively ineffective in addressing free-rider problems’.”

“…on what they needed to do (Barbera, 2009; Butler & Lee, 2010; Esfandiari & Myford, 2013; Hana Lim, 2007; Harris, 1997; Peden & Carroll, 2008; Sadler & Good, 2006; Sally, 2005); facilitating democratic learning process (Oscarson, 1989; Shohamy, 2001); taking responsibility for their own…”

“In a review by Sadler and Good (2006), 70 percent of the reviewed studies suggested that self-assessment is a valid tool to allocate marks.”

“It is imperative for the formative feedback tools to support teacher-student dialogues to reinforce learning practices [12].”

“In each team, it appoints one learner as the coordinator for each subtask, who is different from the task completer [14].”

“Howeve a "good" feedback are also far from being qu study is on-going, both relating to the ty enhancing the quality of the work, and/or perspective of the position of the student as a writer [19].”

“Peer grading or peer reviewing [98,99] is an approach in which students also work as graders in grading a small number of submissions completed by other students according to the benchmarks provided by the instructor [16].”

“These filtering effects of goals could apply to both what students learn from the received feedback from peers as well as what they learn from giving feedback to peers, since both aspects of peer review offer learning opportunities (Lundstrom and Baker 2009; Crinon 2012; Wooley et al. 2008; Sadler and Good 2006).”

“Clear criteria for what constitutes successful demonstration may further help students make more accurate judgements about demanding tasks (Sadler & Good, 2006).”

“Logistically, students receive grades immediately, which reduces the instructor's grading time, and affective change leads to a greater sense of shared ownership of the learning process (Bennett 2011; Sadler and Good 2006).”

“Se utilizaron como métricas de equi-valencia el Kappa de Cohen y el Kappa ponderado linealmente de Cohen, para evaluar las diferencias entre las calificaciones generadas por la IA y las del profesor (Falchikov y Goldfinch, 2000; Sadler y Good, 2006).”

“4 in one study) [12].”

“Prior literature on inter-rater reliability consistently demonstrates that human graders often produce significant variability in their evaluations, particularly for open-ended tasks without extensive calibration [33].”

“That is, we need to help the students learn how to self-evaluate and understand the impacts such evaluation has on learning (Mannion, 2022; Sadler & Good, 2006).”

“This has resulted in students grading each other’s homework, which does not necessarily enhance learning (Sadler & Good, 2006) and might make students feel concerned about the fairness of the assessment process (Kaufman & Schunn, 2011).”

“4)5) 2) 이러한 권위에 따른 일방성 , 처방성은 무비판전 수용자인 학습자에게 오로지 교수자가 지적한 부분만을 수정하려고 하는 수동적 태도를 가지도록 야기한다는 연구들도 있다 ( 박진숙 , 2009: 122; 유유현 , 2016) 3) 2,000 자의 어준다 (Black et al., 2003; Sadler & Good, 2006; 김남 미 , 2009; 박 주용 , 박 정 애 , 2018).”

“Self-reflection and assessment can improve students’ learning [10, 30].”

“Researchers have found that, when students performed several assessments, there was higher reliability of peer-assessments (Sadler and Good 2006; Cho and MacArthur 2010).”

“In the present study, the researchers’ prime focus is on formative assessment which employs rubrics to promote students’ learning as a result of the enhanced reflection on their own or a peer’s work (Andrade & Valtcheva, 2009; Panadero, Alonso-Tapia, & Reche, 2013; Sadler & Good, 2006).”

“This result is supported by Sung et al. (2005) showed there is a high level of consistency between self and teacher assessment. On the other hand, this finding was not considered different significantly. de Grez, Valcke and Roozen (2012); Dominguez et al (2016) stated that the score which is given by students tends to…”

“Sadler and Good (2006) state that Peer Assessment apart from enabling students to grade their peers based on teachers’ benchmarks; the practice apart from saving the teachers time, also improves students understanding of the course materials.”