A better understanding of learner perception of peer assessment through game theory and novel constructs

Abstract

Using a cross sectional survey design, learner perceptions of their peer assessmentexperiences at institutions of higher education (IHEs) are studied. Guided by gametheory, this study examines if either the IHE’s prestige, the competitiveness, or itsextent of grade inflation has a statistical effect on these peer assessment perceptions.A Likert scale was used to measure learner perceptions of their peer assessmentexperiences and the constructs. An exploratory factor analysis was performed on thethree constructs to confirm their validity. The study found a statistically significantcorrelation between institutional prestige and peer assessment perceptions