Development of a Peer Assessment Technique for Obtaining Individual Marks on a Group Project

Goldfinch, Judy; Raeside, Robert

doi:10.1080/0260293900150304

Cited by 117 publications

(96 citation statements)

References 3 publications

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“…The findings from this research are being used to aid development of the webbased system and to establish 'good practice' guidance on the deployment of this valuable and innovative technique. by Goldfinch and Raeside (1990) and used annually since 1998, to a web-based mechanism (Willmot and Crawford, 2004), used for the first time in 2004/05. The paper describes a specific module where peer review has been deployed and reviews the extant literature on peer review systems, paying particular attention to criticisms of such assessment techniques.…”

Section: Introductionmentioning

confidence: 99%

Student Experiences of Peer Review Marking of Team Projects

Pond¹

2007

IJME

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IntroductionThis paper focuses on the student experience of peer review of team projects in a first year undergraduate module at Loughborough University Business School. A peer review mechanism has been used for a number of years (Pond et al., 1995) to help discriminate between team members' performance. It evolved from a paper-based system, following the design suggested AbstractPeer review of students is a partial response to critics of group work who cite drawbacks of "free riders" and de-motivation. It is often used to motivate and focus students on their own development within a group work setting. Pressures of time, budget and student numbers often obviate deeper study of alternative assessment techniques. The study reported in this paper, made possible by an HEA grant, allowed for analysis of a peer review mechanism that had been operating for a number of years alongside a new web-based system.The paper reviews criticisms of peer review techniques in existing literature and outlines how student experiences of peer review were researched. Qualitative outcomes are discussed alongside an analysis of quantitative data from the systems used.Key conclusions from this research are that the data collection method made no significant difference to the reported student experiences of peer review or to the peer review marks. The findings update and strengthen previous literature and provide important new insights into the emotional perspective of students. The findings from this research are being used to aid development of the webbased system and to establish 'good practice' guidance on the deployment of this valuable and innovative technique. by Goldfinch and Raeside (1990) and used annually since 1998, to a web-based mechanism (Willmot and Crawford, 2004), used for the first time in 2004/05. The paper describes a specific module where peer review has been deployed and reviews the extant literature on peer review systems, paying particular attention to criticisms of such assessment techniques. The paper goes on to outline a research methodology whereby student perspectives and experiences of peer review were collected. The outcomes of the focus group methodology are then discussed alongside a brief analysis of quantitative data from the peer review systems used. Keywords

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Section: Introductionmentioning

confidence: 99%

Student Experiences of Peer Review Marking of Team Projects

Pond¹

2007

IJME

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“…A large number of authors have discussed the benefits and limitations of peer assessment in group work and projects [7], [9], [26]. This chapter starts with a brief review of studies within peer assessment in group work that focused on improving challenges of this learning approach.…”

Section: Peer Assessment In Group Work and Projectsmentioning

confidence: 99%

“…Earl applied a peer assessment scheme for evaluating students' contribution to group performance based on communication skills in a Mathematics Modeling course [4]. In the same curriculum area, Goldfinch and Raeside [9] introduced an assessment technique, which also focused on easing the administrative burden of peer assessment for the lecturer, and on taking measures against an observed problem whereby over-generous students effectively penalized themselves. Kommula employed both quantitative and qualitative methods to assess the role and contribution of individual team members in a mechanical engineering program [14].…”

Section: Challenges Of Group Workmentioning

confidence: 99%

Peer Assessment in Engineering Group Projects: A Literature Survey

Triantafyllou

Timcenko

2014

Lecture Notes in Computer Science

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“…Benefits of peer assessment include encouraging responsibility (Goldfinch and Raeside, 1990) increasing maturity and confidence, and enhancing social relationships and relevant skills (Earl, 1986). Peer assessment can be used to enhance the fairness of assessment and encourage students to both participate in and reflect on the group work process.…”

Section: Pros and Cons Of Group Workmentioning

confidence: 99%

Facilitation and Assessment of Group Work using Web-based Tools

Hartford

2005

Bioscience Education

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This paper describes a final year biosciences module consisting of workshops to which web-based tools were introduced. The ability of the online tools to facilitate group work and assess the students was investigated. The online module was delivered via WebCT as the VLE (Virtual Learning Environment). The initial concept was to enhance rather than substitute current teaching methods. The major part of this study involved implementation of online discussion groups to facilitate group work and to determine whether the online messages could be used to inform assessment. This proved successful from both the student and tutor perspectives, group work was certainly enabled and further modifications devised to assess the online interactions.

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Development of a Peer Assessment Technique for Obtaining Individual Marks on a Group Project

Cited by 117 publications

References 3 publications

Student Experiences of Peer Review Marking of Team Projects

Student Experiences of Peer Review Marking of Team Projects

Peer Assessment in Engineering Group Projects: A Literature Survey

Facilitation and Assessment of Group Work using Web-based Tools

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