Peer evaluations within experiential pedagogy: Fairness, objectivity, retaliation safeguarding, constructive feedback, and experiential learning as part of peer assessment
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.
- 원문이 없습니다.
유료 다운로드의 경우 해당 사이트의 정책에 따라 신규 회원가입, 로그인, 유료 구매 등이 필요할 수 있습니다. 해당 사이트에서 발생하는 귀하의 모든 정보활동은 NDSL의 서비스 정책과 무관합니다.
원문복사신청을 하시면, 일부 해외 인쇄학술지의 경우 외국학술지지원센터(FRIC)에서
무료 원문복사 서비스를 제공합니다.
NDSL에서는 해당 원문을 복사서비스하고 있습니다. 위의 원문복사신청 또는 장바구니 담기를 통하여 원문복사서비스 이용이 가능합니다.
- 이 논문과 함께 출판된 논문 + 더보기