Loss aversion as a motivator for engagement with peer assessment

Robert Gillanders, Shadi Karazi, Fiona O’Riordan

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Loss aversion has been shown to influence decision making in a host of social and economic contexts. This paper presents a novel assessment strategy that seeks to address issues of student engagement and academic integrity through the combination of the concepts of loss aversion and peer-assessment. Students faced the possibility of losing a small number of the marks they had previously ‘earned’ in a task in which they were required to accurately grade a peer’s work. A detailed rubric was designed to support students grading the work. Based on data collected via a survey and interviews, we show that students, despite disliking this assessment strategy, were more engaged in the assessment and felt that their critical thinking skills were enhanced as a result of this approach. The implications from this study includes the need for detailed guidance for students through, for example, rubrics, lecturer accessibility and exemplars.
Original languageEnglish
Peer-reviewed scientific journalInnovations in Education and Teaching International
Volume57
Issue number4
Pages (from-to)424-433
Number of pages10
ISSN1470-3297
DOIs
Publication statusPublished - 09.02.2020
MoE publication typeA1 Journal article - refereed

Keywords

  • 512 Business and Management
  • peer assessment
  • loss aversion
  • rubrics
  • virtual learning environment (VLE)

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