Investigating secondary school students’ unmediated peer assessment skills

• Published in: Learning and instruction 2011-08, Vol.21 (4), p.506-519
• Main Authors: Tsivitanidou, Olia E., Zacharia, Zacharias C., Hovardas, Tasos
• Format: Article
• Language: English
• Subjects: Evaluation Methods; Feedback (Response); Grade 7; Intention; Interviews; Peer assessment skills; Peer Evaluation; Peer feedback; Portfolios (Background Materials); Reciprocal peer assessment; Reliability; Secondary School Students; Student Attitudes; Unsupported peer assessment; Validity; Video Technology
• ISSN: 0959-4752; 1873-3263
• DOI: 10.1016/j.learninstruc.2010.08.002

The purpose of this study was to investigate secondary school students’ unmediated peer assessment skills. Specifically, 36 seventh graders, without receiving any kind of support, were anonymously assigned to reciprocally assess their peers’ science web-portfolios. Additionally, students’ attitudes towards and intentions about the use of unsupported reciprocal peer assessment were examined. Three data sources were used, namely, interviews, screen-video captured data, and the peer assessors’ feedback produced. Findings showed that the students have positive attitudes towards unsupported reciprocal peer assessment and that they intend to implement it again. It was also found that students have the skills, at least the beginnings, needed for the implementation of peer assessment. Specifically, they were found to be able to define and use their own assessment criteria, whose overall validity and reliability, however, were found to be low. Finally, the feedback they produced included grades, positive and negative judgments, as well as suggestions for changes. ► The implementation of reciprocal peer assessment is a rather complex procedure that requires well developed peer assessment related skills, which do not appear to exist at that level among the seventh graders of our study. ► The study’s participants appear to have only the beginnings of the peer assessment skills. ► Students were found to be able to define and use their own assessment criteria, whose overall validity and reliability, however, were found to be low. ► Students’ feedback included grades, positive and negative judgments, as well as suggestions for changes. ► Students need to receive explicit training in peer assessment skills and techniques in order to successfully implement peer assessment. ► So far, all peer assessment training models were developed apart from what skills and understandings students of different ages carry, which makes any training model less suitable for their needs.