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Prejudicial evaluation: bias in self-and-peer-assessments of teamwork contributions to design
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.
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.
