Literaturnachweis - Detailanzeige
| Autor/in | Stonewall, Jacklin H. |
|---|---|
| Titel | Development and Evaluation of Training to Increase Student Perceptions of Fairness in Peer Assessment |
| Quelle | (2022), (203 Seiten)
PDF als Volltext Ph.D. Dissertation, Iowa State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3684-3067-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Ethics; Peer Evaluation; Student Attitudes; Training Methods; Accountability; Teamwork; Teaching Methods; Outcomes of Education; Bias; Teacher Attitudes; Evaluation Methods; Summative Evaluation |
| Abstract | The use of teams and team-centric pedagogies such as Team Based Learning (TBL) in classrooms has been shown to increase engagement and lead to better overall learning outcomes. Because of these positive outcomes, the use of teams is recommended in many educational fields, including engineering. For many instructors, especially those using teams, peer assessments are integral to the classroom environment as tools for both monitoring team performance and ensuring accountability. However, concerns have developed regarding the fairness of peer assessments due to student biases. In the literature, biased peer assessments have been found due to gender, race, language, peer group affiliation, socioeconomic status, and social style. However, there have not been studies that examine this issue from multiple perspectives (e.g. student, instructor, peer assessment scores) and across a wide range of academic disciplines. This work reports on such an examination as well as the development and evaluation of training to increase peer assessment fairness. In student and instructor surveys as well as an analysis of over 20,000 peer assessment ratings across multiple academic departments, evidence of bias was found. Students and instructors both perceived bias in their classrooms and peer assessments, commonly due to gender, race, age, language, and personality. Peer assessment data itself also indicated biases due to gender, language, international student status, and race, which were largely unexplained by differences in achievement (GPA). To address these biases, peer assessment fairness training was developed. This training was initially developed using the literature and results of previous studies. A formative classroom evaluation of the training showed that while trained students were more confident in their ability to rate fairly, perceptions of fairness were unaffected. To refine the training, further requirements for its design were gathered through focus groups. These requirements were implemented and the training underwent a summative classroom evaluation. The results of this evaluation indicated that students had higher perceptions of fairness in their peer assessments after receiving training. Students were also more confident in their and their peers' fair rating skills after receiving training. These results indicate that the training could be used broadly in classrooms to increase peer assessment fairness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
