Enhancing the Accuracy and Credibility of Peer Assessment through a Quadripartite Interaction Model: A Cognitive, Attitude, Motivation, and Social Relationship Approach

Peer assessment, as a learner-initiated assessment, can be used as an instructional strategy to foster higher-order thinking and enhance learning performance. The accuracy and reliability of different peer assessment models vary depending on the factors considered. Existing studies have considered learners' cognitive ability, attitude and motivation for peer assessment, but have not yet taken social relationship factors into account. Based on this, this study constructed a quadripartite interaction peer assessment model from four dimensions: cognitive, attitude, motivation, and social relationship. The model extracts learner characteristics from the four dimensions, and then corrects the peer assessment scores obtained by the learners to obtain accurate ratings. The results of teaching practice show that compared with the traditional peer assessment model, the quadripartite interaction peer assessment model is able to avoid the scoring errors caused by cognitive ability, attitude, assessment motivation, and social relationship, and improve the accuracy of the results of the peer assessment. The results of the interviews conducted with teachers and students show that the quadripartite interaction peer assessment model can improve the recognition and acceptance of the results of peer assessment by teachers and students, and then increase the motivation and enthusiasm of the learners to participate in peer assessment, which is of great significance for improving the quality of teaching and promoting the learners' independent learning.