An investigation of group, rater and ratee effects on peer-/self-assessments in a collaborative learning environment in higher education: a cross-classified multilevel analysis

Abstract

This study conducted a cross-classified multilevel analysis of undergraduate students’ peer-/self-assessment scores in a collaborative learning environment. The analysis intended to investigate group, rater and ratee effects on the peer-/self-assessment scores. The findings showed that group, rater and ratee effects were all statistically significant on peer-/self-assessment scores. The raters’ and ratees’ gender as well as the diversity in group members’ majors influence peer-/self-assessment scores significantly. In addition, there was a statistically significant difference in students’ self and peer ratings. The instructional implications of using cross-classified random effects model to analyze peer-/self-assessment ratings were also discussed in the paper.