An Analysis of Shared Grading in Co-Assessment Practices by Teachers and Students

Authors

DOI:

https://doi.org/10.7203/relieve.26.1.16567

Keywords:

Grading, Student Evaluation, Teacher Student Relationship, Alternative Assessment, Educational assessment, co-assessment

Abstract

Current trends in educational assessment in different branches of higher education share the common goal of uniting learning with assessment.  Most approaches and theoretical and practical developments in this field revolve around four main factors: feedback, democratization, alignment and relevance. This paper proposes the use of co-assessment as a means of ensuring dialogue-based, democratic and fairer evaluations. With co-assessment, the responsibility is shared by the teacher and the students, who negotiate and agree on the appraisal of student tasks and, in this paper, also on the awarded mark. The aim of this study is to analyse the relationship between a series of jointly agreed marks, following the co-assessment of four tasks, and the marks that the teachers and students would each have individually awarded. Two teachers and 100 students participated in the study, which follows a correlational design and analyses significant statistical differences. The results show a strong correlation between the jointly agreed marks and those assigned individually by the teacher, even though statistically significant differences were found between them. Conversely, no statistically significant differences were identified between the joint marks and the marks assigned individually by the students.  These results call for reflection on the real possibility of adapting shared grading methods to students in university frameworks, where the repercussions of awarded marks go far beyond formative goals.

Author Biographies

Miguel Ángel Gómez Ruiz, University of Cádiz

Lecturer at the Faculty of Education at the University of Cádiz. He is an active member of EVALfor Research Group (Assessment in formative Contexts, SEJ-509) and researcher in the UNESCO Chair of Assessment, Innovation and Excellence at the University of Cáidz. His main research interests on assessment are: Learning-oriented assessment, participative assessment processess, and dialogical and co-assessment. His mailing address is: Facultad de Ciencias de la Educación. Universidad de Cádiz. 11510 Puerto Real, Cádiz. Spain.

Victoria Quesada Serra, University of the Balearic Islands

Lecturer at the Faculty of Education at the University of the Balearic Islands. Active member of GIFES research group (Educational and Social Research and Training). Her main research interests on assessment are related to Learning-Oriented Assessment, participative assessment practices and co-assessment. Her mailing address is: Facultat d'Educació. Universitat de les Illes Balears. 07122. Palma, Mallora (Illes Balears). Spain.

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Published

2020-10-20

Issue

Vol. 26 No. 1 (2020): Monográfico: Evaluación en la Educación Superior

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Special Section

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