Peer Appraisals: Differentiation of Individual Performance on Group Tasks
研究发现学生群体在同伴评价中很少区分个体绩效，且不区分绩效的群体成员报告了更积极的公平感和满意度，对同伴评价实践提出质疑。
Abstract The use of peer appraisals has been widely acclaimed, but how useful are they really? Student groups made non‐anonymous ratings of peer performance on two group tasks, and the ratings contributed to the students' course grades. Groups differentiated very little among peers in their performance ratings. Individuals in non‐differentiating groups reported more positive distributive and procedural justice, satisfaction, and turnover intent than did individuals in differentiating groups. In differentiating groups, no differences in attitudes were found between individuals who were differentially rewarded or penalized for their performance. Implications for peer appraisal practice and future research are discussed. © 2001 John Wiley & Sons, Inc.