Abstract:

Peer assessment is a current and important theme especially in educational setting. Although the concept is not new, the rapid development of computer technology has boosted its use in recent years. With the growing popularity, the question of validity of the peer assessments themselves becomes an important topic. This paper aims to tackle the validity issue by identifying the possible influence of personality types on the ability of assessing peers. The research data was gathered from a course that uses a case method. During the course, 62 students made altogether 738 peer assessments. These peer assessments were then compared with the teachers’ assessments. Regarding the personality measures, the students also filled out a Five-Factor Model personality trait questionnaire. Finally, the accuracies of the assessments were analyzed in relation to the personality traits. In the analysis, a structural equation model was created. The results show that the extroversion and openness to experience had a negative effect on the assessment performance. On the other hand, agreeableness had a positive effect on the student’s ability to assess peers. The remaining personality traits, conscientiousness and emotional stability, had no statistically significant relationship with assessment performance.

Keywords:

Peer assessment, Personality, Assessment ability.