Bradley, Steven (2019) 'Addressing bias to improve reliability in peer review of programming coursework.', in Koli Calling '19 : proceedings of the 19th Koli Calling International Conference on Computing Education Research. New York: ACM, p. 19.
Peer review has many potential pedagogical benefits, particularly in the area of programming, where it is a part of everyday professional practice. Although sometimes used for formative assessment, it is less commonly used for summative assessment, partly because of a perceived difficulty with reliability. We explore the use of a hierarchical Bayesian model to account for varying bias and precision amongst student assessors. We show that the model is sound and produces benefits in assessment reliability in real assessments. Such analyses have been used in essay subjects before but not, to our knowledge, within programming.
|Item Type:||Book chapter|
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||https://doi.org/10.1145/3364510.3364523|
|Publisher statement:||© 2019 Copyright held by the owner/author(s). This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in Koli Calling '19 : Proceedings of the 19th Koli Calling International Conference on Computing Education Research, https://doi.org/10.1145/3364510.3364523|
|Date accepted:||11 September 2019|
|Date deposited:||01 November 2019|
|Date of first online publication:||21 November 2019|
|Date first made open access:||28 January 2020|
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