Giving students feedback about their grading bias increased their subsequent grading accuracy¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? An experiment found that feedback about students' own grading bias improved the accuracy of their later peer grading. → Kulkarni 2015
Evidence¶
Kulkarni 2015¶
Kulkarni, C., Koh Pang Wei, Le, H., Chia, D., Papadopoulos, K., Cheng, J., Koller, D., Klemmer, S. R. (2015). Peer and Self Assessment in Massive Online Classes. In: Design Thinking Research, Understanding Innovation. Springer, Cham. https://doi.org/10.1007/978-3-319-06823-7_9
q2 · i? · causal · r?
One of three experiments run in the online class to improve grading accuracy. The paper reports that "giving students feedback about their grading bias increased subsequent accuracy"; no effect size or test statistic is printed.
"We performed three experiments to improve grading accuracy. We found that giving students feedback about their grading bias increased subsequent accuracy."
Discussion¶
Related Claims¶
- In two online comparisons, a rubric changed what peer reviewers commented on (one study) and helped peer raters place writing in quality tiers, most for complex criteria (the other); the first study says the rubric restrained reflective thinking — related
- The quality of feedback students give peers predicts gains in their own work, but no recorded study isolates a causal benefit of the assessor role — related
- In two secondary-school writing studies, peer reviewers' own performance predicted how helpful their feedback was but not how accurately it identified problems — related
- Generating peer feedback prior to internal feedback does not improve the quality of assessors' subsequent internal feedback — related
- Giving feedback that identifies problems in peers' work is a significant predictor of assessors' own project performance — related
- Overconfidence (bias) decreased from pretest to posttest across all groups including control, with no group differences — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
grading-bias-feedback-increases-accuracy |
title |
Giving students feedback about their grading bias increased their subsequent grading accuracy |
description |
Giving students feedback about their grading bias increased their subsequent grading accuracy |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kulkarni-2015 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.