Investigating Secondary School Students' Unmediated Peer Assessment Skills.

Abstract The purpose of this study was to investigate secondary school students’ unmediated peer assessment skills. Specifically, 36 seventh graders, without receiving any kind of support, were anonymously assigned to reciprocally assess their peers’ science web-portfolios. Additionally, students’ attitudes towards and intentions about the use of unsupported reciprocal peer assessment were examined. Three data sources were used, namely, interviews, screen-video captured data, and the peer assessors’ feedback produced. Findings showed that the students have positive attitudes towards unsupported reciprocal peer assessment and that they intend to implement it again. It was also found that students have the skills, at least the beginnings, needed for the implementation of peer assessment. Specifically, they were found to be able to define and use their own assessment criteria, whose overall validity and reliability, however, were found to be low. Finally, the feedback they produced included grades, positive and negative judgments, as well as suggestions for changes.

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