@article{humby2013need,
  title = {No Need to Fear Peer Evaluation: an Alternate Model for Expert and Novice Evaluations in Business Studies},
  author = {Ross Humby},
  year = 2013,
  url = {https://ibimapublishing.com/articles/JELHE/2013/120029/},
  journal = {Journal of e-Learning and Higher Education},
  volume = (2013),
  pages = 10,
  doi = 10.5171/2013.120029,
  abstract = {This research was conducted to determine if there were consistent differentials, or patterns in the peer grading that could be utilized to further understand the potential impact on student grades with the use of summative peer evaluations in this presentation style of interactive assessment activity for first year business students. The data was reviewed in aggregate, and then on individual, booth by booth comparison. The evaluation grades from the peer or ‘novice’ evaluators were within the same range as those provided by the faculty or ‘expert’ evaluators.  The research also introduced a variant on peer evaluation as the peer evaluators were senior year students three years ahead of their ‘peers’. The available information on peer assessment studies targeting year one students is limited (Nulty, 2011) and this case study provides further evidence of the use of peer evaluation in first year of post-secondary.  },
  keywords = {peer evaluation, business assessment, higher education},
  note = Article ID: 120029
}