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Peer, professor and self-evaluation of class participation

Leisa L. Marshall

Kalen Porter

Mercer University College of Pharmacy and Health Sciences, USA

Haomiao Jia

Mercer University School of Medicine, USA

The purpose of this project was to determine the validity of peer and self-evaluations of class participation compared to professors' class participation grades. Students (N = 96) evaluated themselves and their classmates on class participation on a four-point scale and students were required to assign grades in a normalized distribution. Relative to faculty evaluations, the bias and precision of the peer grades were 0.48 points and 36.3 per cent (p < 0.05) and self-evaluations scores were -0.48 and 77.5 per cent (p < 0.05).There was no correlation between a student's grade point average and his/her opinion of this process (R = 0.02). Students did not like peer assessment using forced distribution of grades.

Key Words: faculty assessment • class participation • peer assessment • self-assessment

Active Learning in Higher Education, Vol. 8, No. 1, 49-61 (2007)
DOI: 10.1177/1469787407074049


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