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Peer evaluations within experiential pedagogy: Fairness, objectivity, retaliation safeguarding, constructive feedback, and experiential learning as part of peer assessment

VanSchenkhof, Matthew (Montana State University, 341 Reid Hall, Bozeman, MT 59717, United States ) ; Houseworth, Matthew (University of Central Missouri, 400E Dockery, Warrensburg, MO 64093, United States ) ; McCord, Mary (University of Central Missouri, 405G Dockery, Warrensburg, MO 64093, United States ) ; Lannin, Jessica (University of Central Missouri, 2100 Lovinger, Warrensburg, MO 64093, United States ) ;
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    Abstract This paper describes the analysis of peer assessment processes in experiential learning courses at a Midwestern public university. Factor analysis was used in the creation of constructs measuring perceptions of fairness, objectivity, retaliation safeguarding, and constructive feedback. Constructs were based on student fears that peer assessment is unfair, peers measure based on emotions (objectivity), giving a bad score will hurt me in later courses (retaliation safeguarding), and feedback is not developmental. As well, it was determined whether there was a belief, by end users, that peer assessment is a critical component of experiential learning. The authors surveyed 477 students within semester courses practicing experiential learning pedagogies and developed constructs for fairness (α = 0.785), objectivity (α = 0.774), retaliation safeguarding (α = 0.862), constructive feedback (α = 0.692) and experiential learning (α = 0.743). No within-factor multicollinearity was found in any construct. Highlights Student peer evaluation instruments have never before been shown to be valid and reliable among the concepts of objectivity, retaliation safeguarding, and constructive feedback. This research demonstrates that these concepts may be considered constructs. Additionally, the construct of fairness, along with the other three, are able to be measured regardless of the type of peer evaluation instrument used. Through this measurement, they can support their own instrument as a valid assessment of student performance. Presently there are no instruments that can be used to test the importance of peer assessment evaluations. This study is the first to introduce using these concepts together for this purpose. Objectivity measured as α = 0.774; Fairness (formerly validated) measured as α = 0.785; Retaliation safeguarding measured as α = 0.862; Constructive feedback measured as α = 0.692; and Experiential learning measured as α = 0.743.


  • 주제어

    Peer assessment .   Fairness .   Objectivity .   Retaliation safeguarding .   Constructive feedback .   Social protection .   Experiential learning.  

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