The use of peer evaluations to evaluate performance is commonplace, especially in higher education. Yet, researchers and educators have long expressed concerns about the accuracy of such ratings. While research has found student peer evaluations to be consistent with instructor evaluations, rater bias is inherent in all evaluations, and students are not exempt from this. This study examines task completion and identity threat to determine if experience and identity play a role in shaping student peer evaluations. A sample of MBA students evaluated their peers before and after completing a course presentation. Results showed that students’ peer evaluations were significantly “lower” or more critical after having completed the presentation themselves. This study illuminates the importance of experience and training in the implementation of performance evaluations.

使用同伴评估来评估绩效是司空见惯的，尤其是在高等教育中。然而，研究人员和教育工作者长期以来一直对这种评级的准确性表示担忧。尽管研究发现学生同伴的评估与教师的评估是一致的，但评分者的偏见是所有评估中固有的，因此学生不能免除这一点。这项研究检查了任务完成和身份威胁，以确定经验和身份是否在塑造学生同伴评估中发挥作用。一组MBA学生在完成课程介绍前后对他们的同伴进行了评估。结果表明，学生在自己完成演示后的同业评价显着“降低”或更为严格。