In the eye of the beholder: The relationship between perceived peer language skills, provided peer feedback and peer grading in secondary education

Jochem Aben*, Anneke Timmermans, Filitsa Dingyloudi, J.W. Strijbos

*Corresponding author voor dit werk

OnderzoeksoutputAcademicpeer review

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Samenvatting

Students involved in peer assessment have interpersonal relationships, partly consisting of reciprocal perceptions. In the domain of argumentative writing, little is known about the way peer assessment is affected by the assessor’s perception of the assessee’s language skills. Dutch 10th grade students (N = 176, age = 15–16) provided feedback and grades on two texts, being under the illusion that the texts had been written by two classmates whom the assessors perceived as a peer with either stronger or weaker language skills than their own (within-subjects design). In reality, students assessed similar texts, created by the researchers. Assessors did not provide different feedback to the two types of assessees. Simultaneously, they provided higher grades to peers perceived to have stronger language skills than their own than to peers perceived to have weaker language skills than their own. Future research should capture assessors’ rationale behind the composition of feedback and grades.
Originele taal-2English
Artikelnummer101248
Aantal pagina's13
TijdschriftStudies in Educational Evaluation
Volume77
DOI's
StatusPublished - jun.-2023

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