In a large online class, peer grades correlated highly with staff-assigned grades, with median agreement of 42.9% within 5% and 65.5% within 10% of staff grades in the second iteration¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Peer grades in the online class correlated highly with staff-assigned grades. → 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 · r1

Reported experience from two iterations of a large online class using peer and self assessment. The paper reports that "peer grades correlated highly with staff-assigned grades" and that in the second iteration 42.9% of grades were within 5% and 65.5% within 10% of staff grades.

"In this class, peer grades correlated highly with staff-assigned grades. The second iteration had 42.9 % of students’ grades within 5 % of the staff grade, and 65.5 % within 10 %."

Discussion¶

Related Claims¶

• In two secondary-school writing studies, peer reviewers' own performance predicted how helpful their feedback was but not how accurately it identified problems — the general claim this finding bears on, with the studies behind it
• Aggregating peer grades with the median improves agreement with staff grades compared with unaggregated peer grades — related