Ian Jones|Chris Wheadon
Peer assessment using comparative and absolute judgement
Loughborough University
peer assessment exercises yield varied reliability validity maximise reliability validity literature recommends adopting various design principles including use explicit assessment criteria counter literature report peer assessment exercise criteria deliberately avoided yet acceptable reliability validity achieved based finding make two arguments first comparative judgement approach adopted applied successfully different contexts including higher education secondary school second success due approach alternative technique based absolute judgement yielded poor reliability validity conclude sound outcomes achievable without assessment criteria success depends peer assessment activity designed