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Loss aversion as a motivator for engagement with peer assessment

Gillanders, Robert orcid logoORCID: 0000-0001-9462-0005, Karazi, Shadi orcid logoORCID: 0000-0002-8887-0873 and O'Riordan, Fiona orcid logoORCID: 0000-0002-0139-5169 (2020) Loss aversion as a motivator for engagement with peer assessment. Innovations in Education and Teaching International, 57 (4). pp. 424-433. ISSN 1470-3297

Loss aversion has been shown to influence decision making in a host of social and economic contexts. This paper presents a novel assessment strategy that seeks to address issues of student engagement and academic integrity through the combination of the concepts of loss aversion and peer-assessment. Students faced the possibility of losing a small number of the marks they had previously “earned” in a task in which they were required to accurately grade a peer’s work. A detailed rubric was designed to support students grading the work. Based on data collected via a survey and interviews, we show that students, despite disliking this assessment strategy, were more engaged in the assessment and felt that their critical thinking skills were enhanced as a result of this approach. The implications from this study includes the need for detailed guidance for students through, for example, rubrics, lecturer accessibility and exemplars.
Item Type:Article (Published)
Uncontrolled Keywords:Peer assessment; loss aversion; rubrics; virtual learning environment (VLE)
Subjects:Social Sciences > Education
DCU Faculties and Centres:DCU Faculties and Schools > DCU Business School
DCU Faculties and Schools > NIDL (National Institute for Digital Learning)
Publisher:Taylor & Francis (Routledge)
Official URL:http://dx.doi.org/10.1080/14703297.2020.1726203
Copyright Information:© 2020 Taylor & Francis
Use License:This item is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 3.0 License. View License
ID Code:24214
Deposited On:14 Feb 2020 15:56 by Thomas Murtagh . Last Modified 09 Aug 2021 03:30

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