Provision of Latitude for Target Selection during Online Peer-Assessment

Abstract

The aim of this study was to investigate the potential of the provision of latitude for target selection during online peer-assessment. One online system was expanded to support the associated learning activities. Fifty-four undergraduates participated and experienced different ranges of items available for online peer-assessment: full range (i.e., all items listed), partial range (half or one-fourth items listed), and the exact items to be assessed. Two major findings were obtained. First, Pearson's chi-squared test of goodness of fit found that the observed frequency distribution among the three arrangements was statistically significant. Second, while the majority of the participants preferred the system automatically assigning the exact number of items to be assessed, still nearly half of all participants appreciated having some latitude in choosing their targets during online peer-assessment, with explicit and legitimate reasons supporting their revealed preference. Suggestions for instructors and system developers are provided.