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Prejudicial Evaluation: Bias in Self-and-Peer-Assessments of Teamwork Contributions to Design

Prejudicial Evaluation: Bias in Self-and-Peer-Assessments of Teamwork Contributions to Design

Richard Tucker
Copyright: © 2017 |Pages: 29
ISBN13: 9781522507260|ISBN10: 1522507264|EISBN13: 9781522507277
DOI: 10.4018/978-1-5225-0726-0.ch004
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MLA

Tucker, Richard. "Prejudicial Evaluation: Bias in Self-and-Peer-Assessments of Teamwork Contributions to Design." Collaboration and Student Engagement in Design Education, edited by Richard Tucker, IGI Global, 2017, pp. 76-104. https://doi.org/10.4018/978-1-5225-0726-0.ch004

APA

Tucker, R. (2017). Prejudicial Evaluation: Bias in Self-and-Peer-Assessments of Teamwork Contributions to Design. In R. Tucker (Ed.), Collaboration and Student Engagement in Design Education (pp. 76-104). IGI Global. https://doi.org/10.4018/978-1-5225-0726-0.ch004

Chicago

Tucker, Richard. "Prejudicial Evaluation: Bias in Self-and-Peer-Assessments of Teamwork Contributions to Design." In Collaboration and Student Engagement in Design Education, edited by Richard Tucker, 76-104. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0726-0.ch004

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Abstract

This chapter considers a simple but important question: can students fairly assess each other's individual contribution to team designs? The chapter focuses on a key problem when using online self-and-peer assessment to individualising design grades for team assignments, namely rater bias – the possibility of students being biased when assessing their own and their peers' contributions. Three rater-bias issues are considered in depth: (1) self-overmarking; (2) gender bias and gender differences; and (3) out-group bias in the peer assessment of international students in multicultural cohorts. Each issue is explored via the analysis of eight years of quantitative data from the use of an online self-and-peer assessment tool. Evidence is found of self-overmarking and of out-group bias in nonhomogeneous cohorts. However, no evidence is found of gender bias. The chapter concludes with recommendations for design teachers around the assessment of individual contributions to teamwork using self-and-peer assessment.

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