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Peer vs. Self-Grading of Practice Exams: Which Is Better?
Mallory A Jackson1, Alina Tran1, Mary Pat Wenderoth1
1Department of Biology, University of Washington, Seattle, WA 98105.
CBE Life Sciences Education
|August 25, 2018
Summary
Students grading practice exams themselves or by peers improves assignment completion without affecting test performance. Self-grading is recommended as peer-grading showed less accuracy among disadvantaged students.
Area of Science:
- Educational Psychology
- Learning Sciences
Background:
- Deliberate practice, including practice exams, enhances student performance.
- Providing frequent instructor feedback is challenging in large classes.
- Student-led grading (self or peer) offers a potential solution for feedback.
Purpose of the Study:
- To compare the impact of self-grading versus peer-grading on practice exam completion and performance.
- To assess student grading accuracy in both self- and peer-grading conditions.
- To investigate if student characteristics influence grading accuracy and leniency.
Main Methods:
- Students were assigned to either a self-grading or peer-grading group for practice exams.
- Completion rates, practice exam scores, and course exam scores were recorded.
- Grading accuracy and leniency were analyzed, considering student demographics.
Main Results:
- 90% of students completed all or all but one practice exam.
- No significant differences in practice or course exam performance were found between self- and peer-graders.
- Peer-graders with lower GPAs or from disadvantaged backgrounds were less accurate and more lenient.
Conclusions:
- Both self- and peer-grading effectively increase practice exam completion.
- Self-grading is suggested over peer-grading due to concerns about accuracy among certain student groups.
- Student-led grading can address the challenge of providing frequent feedback in large courses.
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