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

Authors

Matthew VanSchenkhof, Matthew Houseworth, Mary McCord, Jessica Lannin

Publication

The International Journal of Management Education

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 (??=?0.785), objectivity (??=?0.774), retaliation safeguarding (??=?0.862), constructive feedback (??=?0.692) and experiential learning (??=?0.743). No within-factor multicollinearity was found in any construct.

Links

 

How is this information collected?

This collection of Montana State authored publications is collected by the Library to highlight the achievements of Montana State researchers and more fully understand the research output of the University. They use a number of resources to pull together as complete a list as possible and understand that there may be publications that are missed. If you note the omission of a current publication or want to know more about the collection and display of this information email Leila Sterman.