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Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives

Cho, K and Schunn, CD and Wilson, RW (2006) Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives. Journal of Educational Psychology, 98 (4). 891 - 901. ISSN 0022-0663

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Although peer reviewing of writing is a way to create more writing opportunities in college and university settings, the validity and reliability of peer-generated grades are a major concern. This study investigated the validity and reliability of peer-generated writing grades of 708 students across 16 different courses from 4 universities in a particular scaffolded reviewing context: Students were given guidance on peer assessment, used carefully constructed rubrics, and were provided clear incentives to take the assessment task seriously. Distinguishing between instructor and student perspectives of reliability and validity, the analyses suggest that the aggregate ratings of at least 4 peers on a piece of writing are both highly reliable and as valid as instructor ratings while (paradoxically) producing very low estimates of reliability and validity from the student perspective. The results suggest that instructor concerns about peer evaluation reliability and validity should not be a barrier to implementing peer evaluations, at least with appropriate scaffolds. Future research needs to investigate how to address student concerns about reliability and validity and to identify scaffolds that may ensure high levels of reliability and validity. (PsycINFO Database Record (c) 2006 APA, all rights reserved).


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Item Type: Article
Status: Published
CreatorsEmailPitt UsernameORCID
Cho, K
Schunn, CDschunn@pitt.eduSCHUNN0000-0003-3589-297X
Wilson, RW
Centers: Other Centers, Institutes, Offices, or Units > Learning Research & Development Center
Date: 1 November 2006
Date Type: Publication
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Journal or Publication Title: Journal of Educational Psychology
Volume: 98
Number: 4
Page Range: 891 - 901
DOI or Unique Handle: 10.1037/0022-0663.98.4.891
Institution: University of Pittsburgh
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Refereed: Yes
ISSN: 0022-0663
Article Type: Review
Date Deposited: 18 Aug 2014 17:37
Last Modified: 02 Feb 2019 15:56


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