ERIC Number: ED070032
Record Type: RIE
Publication Date: 1972-Jul
Reference Count: 0
A Comparative Analysis of the Conjunctive Effects of Instructor Race, Instructor Sex, and Peer Group Evaluations of Student Assignments on Student Attitudes and Achievement. Final Report.
Cheatham, T. Richard; Jordan, William J.
Previous research has emphasized the reliability and the validity of peer ratings. However, the cognitive and affective impacts of peer evaluations within specific academic disciplines is lacking. The present study explored the impact of peer group evaluations on student attitudes toward the basic speech course and student achievement on speech assignments. Subjects for the investigation included 160 students enrolled in the basic speech course at Central Missouri State College. Eighty of the subjects received both peer and instructor ratings of performance, while the other eighty subjects were exposed to instructor evaluation only. Eighty of the subjects were taught by white instructors (one male and one female), while the other eighty subjects were taught by black instructors (one male and one female). Three attitude surveys, scores on two objective examinations, scores on each of five speech performances and the final course grades comprised the data for the study. Although results of the analyses suggest that peer evaluations do not serve as significant achievement incentives or as initiators of more favorable student attitudes toward the course or instruction, peer ratings appear more valuable in classes taught by black male instructors.
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Regional Research Program.
Authoring Institution: Central Missouri State Coll., Warrensburg.