Pope, N. (2001). An Examination of the Use of Peer Rating for Formative Assessment in the Context of the Theory of Consumption Values. Assessment & Evaluation in Higher Education, 26, 235-246.
https://doi.org/10.1080/02602930120052396

has been cited by the following article:

• TITLE: Adoptability of Peer Assessment in ESL Classroom

  AUTHORS: Sumie Matsuno

  KEYWORDS: Peer Assessment, Oral Presentation, ESL University Students, FACET Analysis

  JOURNAL NAME: Creative Education, Vol.8 No.8, July 18, 2017

  ABSTRACT: In ESL class, a teacher in charge of the class usually evaluates all the students’ performances, where using peer assessment may be a good way to confirm or modify the teacher assessment. In this study, whether peer assessment can be adopted in class is considered using FACET analysis. Since this is a regular small English class in Japan, the participants are 18 ESL university students and one teacher. First, one misfitting rater is eliminated and all the other raters including the teacher are included as assessors. The rater measurement report shows that, after eliminating one rater, no raters are misfits. The FACET map shows that most of them, including the teacher, are lenient raters. In addition, only a few unexpected responses are detected. Overall, this study concludes that peer assessment can be reasonably used as additional assessment in class.