A Comparative Analysis of Consistency among Self, Peer, and Teacher Assessment during a Collaborative Learning Experience

Abstract

This study examines consistency among self, peer, and teacher assessments and the students' attitudes at different achievement levels during a collaborative learning experience. The present study took place in a third year Natural Language Processing course at a university in China (N = 86). Quantitative analysis of the students' scores of self, peer, and teacher assessments and questionnaire data was performed, and the results showed significant differences among the self, peer, and teacher assessments at different levels. Peer, self, and teacher assessments used the same pre-specified assessment criteria. In addition, the results demonstrated that there were significant differences between the three assessment methods in high-achieving and medium-achieving students, but no significant differences among the assessment methods for low-achieving students. Furthermore, self-assessment of the high-level students had the same result as the teacher's assessment, and there was no significant difference between peer assessment and teacher assessment in the medium-achieving student. This study illustrated how a practical instruction intervention in the process of self-assessment and peer assessment can improve the potential effects of self and peer assessment and improve students' collaborative learning in higher education environments.