Inappropriate Reviewer Assignment that Causes Education Inequality in Peer Assessment

DOI

10.2991/iced-18.2018.6How to use a DOI?

Keywords

Peer Assessment (PA), Reviewer Assignment, Education Inequality, Reviewer Assignment Strategy, Zone of Proximal Development (ZPD)

Abstract

The equality of educational opportunity might have been concerned since the first school opened. Any extra care or consideration for low-competency students is welcome and heartwarming. Peer assessment, offline or online, is becoming a very successful learning vehicle beyond a quality assurance approach. However, when instructors assign (or operate computer to assign) reviewers for authors’ work, they may generate education inequality intentionally or unintentionally. We list out four typical reviewer assignment patterns and analyze their possible consequence and the inequality they may bring out. We find that inequality occurs explicitly when two students with small or little competency difference are assigned as a review pair, and it occurs implicitly when peers have big competency difference. Based on ZPD theory, we suggest an adjacent-first assignment strategy and point out several interesting future research topics.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Yan-Qing Wang
AU  - Chong Wang
AU  - Ying Gao
AU  - Fu-Quan Sun
PY  - 2018/11
DA  - 2018/11
TI  - Inappropriate Reviewer Assignment that Causes Education Inequality in Peer Assessment
BT  - Proceedings of the 3rd Annual International Conference on Education and Development (ICED 2018)
PB  - Atlantis Press
SP  - 36
EP  - 42
SN  - 2352-5398
UR  - https://doi.org/10.2991/iced-18.2018.6
DO  - 10.2991/iced-18.2018.6
ID  - Wang2018/11
ER  -