Comparing teacher, peer, and self-assessment of students' contributions in an ecosystem model project
Abstract
Perceived unfairness in group work assessment often arises from unequal student participation, particularly when all group members receive the same grade based solely on the teacher’s evaluation, regardless of their individual contributions. This study investigates differences in peer assessment, self-assessment, and teacher assessment when evaluating students’ contributions to an ecosystem model project, and explores students’ perceptions of these assessment approaches. Using a quantitative pre-experimental one-shot case study design, the study involved one tenth-grade class from a private senior high school in Bandung, Indonesia. Data were analyzed through descriptive and inferential statistics and were complemented by semi-structured interviews. The results reveal that self-assessment (SA) yielded the highest average contribution score, with a mean of 83, followed by peer assessment (PA) at 78, and teacher assessment (TA) at 67. The highest observed score was found in SA (100). Statistically significant differences were identified between teacher assessment and both peer and self-assessment, whereas no significant difference emerged between peer and self-assessment. Overall, students demonstrated high levels of contribution and expressed favorable perceptions toward the implementation of peer and self-assessment. These findings suggest that no single method fully captures student contributions, and a combined approach integrating teacher, peer, and self-assessments provides a more holistic and accurate evaluation.
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DOI: https://doi.org/10.17509/aijbe.v9i1.91577
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