Analysis of “Evaluation Behavior” Using Students’ Peer Assessment Process Data

Abstract

In this study, we have focused on students’ peer assessment and analyzed evaluation behavior using data from the evaluation process. Peer assessments by students are problematic in terms of reliability and validity. Many previous studies have discussed the reliability or validity of peer assessment, based on the evaluation scores of the peer assessment. However, the “Evaluation Process”, that is, who, when, and which items were evaluated in what order, has not been studied. For this issue, in this research, we have proposed to acquire the “Evaluation Process” data in peer assessment and to analyze and visualize the students’ “Evaluation Behavior”. As a preliminary result, this study identified a range of characteristic evaluation behaviors, indicating the possibility that each student might have a unique style of evaluation and that there are students who do not take evaluation seriously. We expect that we will be able to estimate the students’ motivation on the peer assessment or evaluation ability, and also to improve the design of the peer assessment form or the conditions of the peer assessment based on the “Evaluation Behavior”.