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A Review of Bias in Peer Assessment

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2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference


Crystal City, Virginia

Publication Date

April 29, 2018

Start Date

April 29, 2018

End Date

May 2, 2018

Conference Session

Diversity Research - Session I

Tagged Topics

Diversity and Diversity Research

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Paper Authors


Jacklin Stonewall Iowa State University

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Jacklin Stonewall is a Ph.D. student in the Departments of Industrial and Manufacturing Systems Engineering and Human Computer Interaction at Iowa State University. Her research interests include: gender HCI, decision support systems, sustainability, and the creation of equitable cities and classrooms.

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Michael Dorneich Iowa State University

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Dr. Michael C. Dorneich is an Associate Professor at Iowa State University in the Industrial and Manufacturing Systems Engineering Department. He graduated in 1999 from the University of Illinois at Urbana-Champaign with a PhD. in Industrial Engineering in the Human Factors Program. His research interests focus on human factors, human-computer interaction, and adaptive systems that enable people to be effective in the complex and often stressful environments found in aviation, military, robotic, and space applications. His teaching methods include team projects and the application of team-based learning methods into the classroom.

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Cassandra Dorius


Jane Rongerude PhD Iowa State University

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Jane Rongerude is an assistant professor in the Department of Community and Regional Planning at Iowa State University, where she teaches courses in planning theory, community and urban revitalization, housing, and neighborhood planning. Her research interests include the potential of planning as a tool to interrupt local system of poverty management and pedagogical innovations related to Team Based Learning, specifically how to integrate diverse voices within communities and classrooms. She earned her MCP and PhD in city and regional planning from the University of California at Berkeley.

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The use of teams and team-centric pedagogies such as Team Based Learning (TBL) in classrooms has been shown to increase engagement and lead to better overall learning outcomes. Active learning pedagogies such as TBL are also promoted as promising strategies for engaging underrepresented students. For many instructors, especially those using TBL, peer assessments are integral to the classroom environment as tools for both monitoring team performance and ensuring accountability. However, concerns have developed regarding the fairness of peer assessments due to student biases. Research on TBL classrooms finds that women and students of color do not have the same experiences as their white male counterparts. Additionally, bias has been observed in peer assessment scores with respect to race, gender, and socioeconomic status. As more instructors recognize the benefits of teams and integrate them into their classes, the use of peer assessments also increases, highlighting the need for a fair peer assessment process. Through literature review, this work will present an initial description of the issues involved and identify the extent to which bias has been observed to affect peer assessment scores. This is part of a larger project that aims to use this information to design and evaluate fairer peer assessment processes.

Stonewall, J., & Dorneich, M., & Dorius, C., & Rongerude, J. (2018, April), A Review of Bias in Peer Assessment Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia. 10.18260/1-2--29510

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