Rating Accuracy in Peer and Self-Assessment: Beyond the Warm-Up Activity

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Abstract

Despite extensive research on rating accuracy in education, its role in peer and self-assessment remains underexplored. This study aims to fill this gap by exploring how peer and self-rating accuracy relate to peer feedback, writing revision, and writing improvement. Data from 114 undergraduate students in Hong Kong were analyzed using structural equation modeling. Results revealed that higher peer rating accuracy positively affected peer feedback, leading to improved writing through the mediation of writing revision. Similarly, self-rating accuracy directly influenced writing revision and subsequently enhanced writing improvement. This study illuminates the interconnections between rating, feedback, and revision, offering valuable insights for educators to design more effective assessment processes that foster learning. Pedagogical implications for enhancing students’ rating skills are discussed.

Authors

• Qi Lu, The Chinese University of Hong Kong

• Choo Mui Cheong, University of Hong Kong

• Xinhua Zhu, Hong Kong Polytechnic University