Can rating be more than a warm-up activity in classroom assessments? Exploring the role of rating in peer and self-assessments

Abstract

Purpose: This study investigated the relationships between peer rating accuracy, peer feedback, writing revision, and writing improvement as well as those between self-rating accuracy, writing revision, and writing improvement. Design/Approach/Methods: Data from self- and peer assessment worksheets and the abstract writing task with 114 undergraduate students in Hong Kong were coded into primary variables and then analyzed using structural equation modeling, allowing for a comprehensive exploration of the research purpose. Findings: The results indicated that peer rating accuracy had a direct positive impact on peer feedback and an indirect impact on students’ writing improvement via the mediation of peer feedback and writing revision (i.e., peer rating accuracy → peer feedback → writing revision → writing improvement). Additionally, self-rating accuracy had a direct positive effect on writing revision and an indirect effect on students’ writing improvement through the mediating role of writing revision (i.e., self-rating accuracy → writing revision → writing improvement). Originality/Value: This study deepens existing understandings of the interplay between rating, feedback, and revision in the assessment process, highlighting their indispensable and mutually reinforcing roles in integrated assessment. Educators can apply this insight to construct more effective assessment processes that promote learning. Implications for enhancing students’ rating skills are discussed.