Peer, self and tutor assessment: Relative reliabilities

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Abstract
A collaborative peer, self and tutor assessment scheme in which the students themselves defined the marking schedule for a scientific report of a laboratory experiment within the biological sciences, is evaluated in terms of correlations between sets of marks. The issues addressed in this report include: (1) the reliability of student-derived marks, with particular emphasis on perceived tendencies of high achieving students to underestimate their performance and low achieving students to overestimate their performance; (2) the use of student-derived marks in formal grading procedures; and (3) the learning benefits which accrue for students participating in peer and self-assessment procedures. The results of this study undertaken within the context of a clearly defined, carefully monitored assignment indicate that students have a realistic perception of their own abilities and can make rational judgements on the achievements of their peers. The positive implications of introducing peer and self-assessment schemes into undergraduate courses are discussed.