M. Fernández Olmos, J.M. Baéz, C. Garcés, E. Giner

University of Zaragoza (SPAIN)
The Internal Business Organisation and Management course which forms part of the Business Administration and Management degree is a theoretical subject with a problem-solving element. It should be possible for the conclusions reached in this course to be extrapolated to other theoretical areas. The subject is taught in the second year of the University of Zaragoza's Business Administration and Management degree and is compulsory for all students on this course.

The standard evaluation system is based on continuous assessment comprising two written theoretical/practical examinations during the year. The first examination takes place in the last week of November during the theory classes, and assesses students' understanding of the content of the first half of the programme (topics 1 to 3). Up to 5 points may be awarded. The second examination takes place in January, and assesses students' understanding of the content of the second half of the programme (topics 4 to 6). Up to 5 points may be awarded.

Students who opt out of continuous assessment, who fail these examinations, or who wish to improve their grades, have the option to sit a final overall test, with the best grade obtained prevailing. The overall test comprises a theoretical/practical examination to be taken in a previously established location and on a date within an agreed time limit. This exam comprises two sections corresponding to the first and second halves of the programme, with a maximum of 5 points awarded for each section. All students may sit this final exam and answer one or both parts, as they prefer.

The aim of this project is to quantify the effectiveness of peer reviews of a statistically significant sample of the final overall exam for this subject. The effect of a third review will also be assessed, to determine if peer correction can be validated. Peer review has been regarded for decades as one of the most appropriate methods for assessing publications by scientists and their performance in general as members of a scientific community.
A random sample of fifteen examination papers will be taken from the continuous assessment and final test stages, and these will be evaluated by three teachers who are experts in the subject. A linear least squares regression analysis will be applied first to correlate the marks given by the first teacher with those given by the second. The marks will also be regression adjusted for the average values, and the residual values of the marks awarded by each teacher compared to the average will be analysed.

The aforementioned statistical analysis will make it possible to determine whether the peer review system results in significant changes to students' grades and whether it adequately guarantees their objectivity. The validity of the peer review system will be assessed by comparing the variances between the marks awarded by the three possible pairs of teachers, using the average mark awarded by the three as the reference mark (triple review).

The results will indicate whether the use of peer review improves the quality of the assessment.