Loss aversion as a motivator for engagement with peer assessment

Robert Gillanders, Shadi Karazi, Fiona O’Riordan

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

1 Citeringar (Scopus)

Sammanfattning

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.
OriginalspråkEngelska
Referentgranskad vetenskaplig tidskriftInnovations in Education and Teaching International
Volym57
Utgåva4
Sidor (från-till)424-433
Antal sidor10
ISSN1470-3297
DOI
StatusPublicerad - 09.02.2020
MoE-publikationstypA1 Originalartikel i en vetenskaplig tidskrift

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