Abstract
Although group work is commonly used in university-level instruction, social loafing, domineering team members, poor attenders, and inequitable distribution of marks have been identified as obstacles to team-based learning. Peer evaluation has been proposed as one vehicle to address these issues. For use in grading, peer evaluations are often anonymous; however, as tools to address team functioning, they should not be conducted anonymously, but rather with the results discussed as feedback. It has been suggested, however, that non-confidential peer evaluations will artificially elevate students’ marks. In this study, we investigated the impact of peer evaluation confidentiality on students’ marks. Without a weighted correction, confidential evaluations significantly dropped students’ marks while non-confidential evaluations raised them. Implications for practice are discussed.
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Recommended Citation
Peterson, Christina Hamme and Peterson, N.Andrew
(2011)
"Impact of Peer Evaluation Confidentiality on Student Marks,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 5:
No.
2, Article 13.
Available at: https://doi.org/10.20429/ijsotl.2011.050213
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