Accounting for Individual Effort in Cooperative Learning Teams

Abstract

An "autorating" (peer rating) system designed to account for individual performance in team projects was used in two sophomorelevel chemical engineering courses in which the students did their homework in cooperative learning teams. Team members confidentially rated how well they and each of their teammates fulfilled their responsibilities, the ratings were converted to individual weighting factors, and individual project grades were computed as the product of the team project grade and the weighting factor. Correlations were computed between ratings and grades, self-ratings and ratings from teammates, and ratings received and given by men and women and by ethnic minorities and non-minorities. Incidences of "hitchhikers" (students whose performance was considered less than satisfactory by their teammates), "tutors" (students who received top ratings from all of their teammates), dysfunctional teams, and teams agreeing on a common rating were also determined. The results suggest that the autorating system works exceptionally well as a rule, and the benefits it provides more than compensate for the relatively infrequent problems that may occur in its use.

Analysis of Peer Evaluation Essay in Problem-Based Learning

“…Cooperative learning is an instructional paradigm in which teams of students work on structured tasks under conditions that meet five criteria: positive independence, individual accountability, face-to-face interaction, appropriate use of collaborative skills, and regular self-assessment of team functioning (Kaufman, Felder, & Fuller, 2000). According to their assertion, well-practiced cooperative learning improves information acquisition and retention, higher-level thinking skills, interpersonal and communication skills, and self-confidence.…”

Student Perceptions on the Impact of Formative Peer Team Member Effectiveness Evaluation in an Introductory Design Course

“…9 Prior work has identified several elements of collaborative learning that lead to the development of skills needed for success in the workplace. By its nature, collaborative work requires and builds interpersonal and communication skills; 7,10 provides exposure to different views, ideas, and perspectives; 10 leads to opportunities for negotiation; 11 and supports questioning among team members; 7,12 among other benefits. Through social interactions with other learners, students have an opportunity to learn through reflection on their own experience and benefit from hearing the experiences of others.…”

“…First, peer evaluations should be based on team citizenship, teamwork skills and responsibility of performance rather than academic ability. 7,19 If all team members contribute and work cooperatively they should receive the team grade; in the case of free riders they will be penalized by their insufficient contributions. Second, peer feedback should conclude with a session of 'straight talk' regarding student ratings, praise, and feedback.…”

“…(p. 169) Many researchers agree that peer evaluation may be used as a multiplier to transform group grades into individual grades. 7,8,29,30 Although the calculation methods vary, the principle is that the whole of ratings on an individual's performance are ultimately used as an indicator of their contribution.…”

“…7 Peer feedback ratings were administered and used to weight those final homework grades which had been Page 26.1422.5 completed as groups. In the face of many concerns, the results showed that peer feedback provided an equitable evaluation measure for each team's cooperation.…”