Date of Award

Spring 3-27-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Learning Technologies Division

First Advisor

Dr. Min Kyu Kim

Second Advisor

Dr. Ben Shapiro

Third Advisor

Dr. Jennifer Darling-Aduana

Fourth Advisor

Dr. Keith Wright

Abstract

Evaluative judgment is the capacity to discern and assess the quality of work using established criteria (Sadler, 1989), a critical skill for fostering self-regulation and continuous improvement in learning environments (Boud & Falchikov, 2006). This study investigates the effects of self-assessment versus peer assessment and technology versus non-technology settings on evaluation scores, evaluative judgment quality, and rating confidence of undergraduate college students. Utilizing a linear mixed-effects model, the research explores these impacts while accounting for individual participant differences (Gao et al., 2019; Panadero et al., 2016; Shore et al., 1992). The study indicated peer assessments consistently yielded higher evaluation scores across technological and non-technological contexts. However, no significant differences were observed in the quality of evaluative judgment between assessment types or settings, suggesting a more complex interplay of cognitive and affective processes than previously assumed (Sadler, 1998). Unexpectedly, peer assessment was associated with greater rating confidence, challenging the notion that self-assessment, particularly when augmented by technology, would enhance confidence levels (McCarthy, 2017; Panadero et al., 2016). These results underline the importance of peer interaction and the provision of clear evaluative criteria in enhancing evaluative practices. The study recommends integrating structured peer-assessment activities into educational curricula to promote critical feedback and reflective learning (Falchikov & Goldfinch, 2000; Hanrahan & Isaacs, 2001). The findings contribute to our understanding of assessment practices, emphasizing further research to explore the long-term development of evaluative judgment and the optimal integration of technology in assessment (Ecclestone, 2001; O’Donovan et al., 2004).

DOI

https://doi.org/10.57709/36907143

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