Peer Assessment, Self-assessment and Teacher Scoring Within an Information Literacy Course

De Meulemeester A., Peleman R., Pauwels N. S., Buysse H.

7th European Conference on Information Literacy (ECIL), ELECTR NETWORK, 20 - 23 September 2021, pp.490-501, (Full Text) identifier identifier

  • Publication Type: Conference Paper / Full Text
  • Doi Number: 10.1007/978-3-030-99885-1_41
  • Country: ELECTR NETWORK
  • Page Numbers: pp.490-501
  • Hacettepe University Affiliated: No

Abstract

Peer review and self-review were introduced in an information literacy course. For students to make a review, they need to be self-reflective and develop critical-thinking and problem-solving skills. This research looked at correlations and/or differences between reviewand teacher scoring. Data were collected within the first-year curricula in Health Sciences. Students conducted a self-review and two peer reviews of search reports according to predefined criteria. The teacher also scored every search report. Pearson's r and paired-sample t-tests were conducted. Results: Overall, strong correlations were found. Moderate correlations were found between peer review and self-review, which does not hold for the different curricula. Between self-review and teacher score, there is a moderate correlation that does hold for the separate curricula. Teacher scores are significantly lower than peer review and self-review, self-review scores are significantly higher than peer review scores. This study confirms the importance of the teacher as an evaluator.