Crystal City, Virginia
April 29, 2018
April 29, 2018
May 2, 2018
Diversity and Diversity Research
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. https://peer.asee.org/29510
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