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What is the benefit of a standardized peer assessment rubric?

Following up on the blog post in which we presented the peer assessment rubric that is used by Peer Assess Pro, we have received a number of educators asking if they can add/remove questions to the Peer Assess Pro survey. The short answer to that is no. We chose to keep a standardised peer assessment rubric for the following benefits:

Feature

Benefit

Authoritative

The questions used in the survey are based on long-established research about the teamwork capabilities required (a) for effective teamwork by students and (b) by employers.

In-class progress

Using the same rubric within a class for both formative and summative teammate peer assessment enables progress within the class to be measured.

Calibration

A standard rubric enables at-risk students and teams to be readily identified, as the rubric provides for comparison of peer assessment results, especially the Peer Assessed Score, against calibrated benchmarks.

Time saving

Reduces the time needed to make decisions about what questions to deploy.

Capacity development

Self-directed learning resources for students and teachers are developed more efficiently when a standardised set of teamwork and leadership capabilities are surveyed.

Institutional progress

Results from one class can be compared with the results of another class, and institution, according to a standard basis of measurement.

Validation

A standardised, authoritative rubric supports claims that a course and/or academic programme delivers teamwork and leadership learning outcomes sought by accreditation agencies, such as the Washington Accord Graduate Profile.

Scholarship

Insights drawn from scholarly research using a standardised  assessment rubric can inform creative development of teaching and learning practices in several institutions.

The ten questions used in the Peer Assess Pro survey, used as the basis for calculating the Peer Assessment Score, are adapted from:

Deacon Carr, S., Herman, E. D., Keldsen, S. Z., Miller, J. G., & Wakefield, P. A. (2005). Peer feedback. In The Team Learning Assistant Workbook. New York: McGraw Hill Irwin.

Quick links and related information

FAQ: What questions are asked in the peer assessment survey?

FAQ: How are peer assessment and personal results calculated and defined mathematically?

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