Further Developments in Peer Assessment of Group Projects

Goldfinch, Judy

doi:10.1080/0260293940190103

Cited by 115 publications

(81 citation statements)

References 3 publications

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“…It is imperative for the students to have a complete understanding of the assessment criteria, feel comfortable about assessing and also confident that peers are assessing fairly (Orsmond et al, 1996). Peer assessment has been documented for a range of assignments in biological sciences (Falchikov, 1986;Orsmond et al, 1996;Stefani, 1994) and a range of grading and weighting rubrics reported (Cheng and Warren, 2000;Conway et al, 1993;Goldfinch, 1994;Lejk and Wyvill, 1996;Li, 2001).…”

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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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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“…Brindley & Scoffield, 1998;Orsmond & Merry, 1996) to take advantage of the effectiveness of learning in groups as well as to maximise fairness of marks among students (Conway et al, 1993;Goldfinch, 1994;Pope, 2001). Given the apparent connection between the group assignments and peer assessment, an investigation of student views towards participative assessment practices warrants consideration of the inter-relationships between support for group assignments, peer-assessment and a discussionoriented classroom warrants consideration.…”

Section: Introductionmentioning

confidence: 99%

Measuring Student Support for Participative Assessment and Related Strategies: Development and Testing of the Beliefs about Participative Assessment Instrument (BAPAI)

Brew¹,

Riley²

2011

AJTE

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“…In addition to providing fairer assessment, self and peer assessment is reported as assisting students to develop important professional skills including reflection and critical thinking (Mello, 1993, Somervell, 1993. The literature also examines different methods of using self and peer assessment to derive individual grades for team assessments (Lejk et al, 1996, Goldfinch & Raeside, 1990, Goldfinch, 1994. Typically team members evaluate themselves and each other.…”

Section: Introductionmentioning

confidence: 99%

Improving self‐ and peer assessment processes with technology

Willey

Gardner

2009

Campus-Wide Information Systems

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Purpose -As a way of focusing curriculum development and learning outcomes Universities have introduced graduate attributes which their students should develop during the course of their degree. Some of these attributes are discipline specific, others are generic to all professions. The development of these attributes can be promoted by the careful use of self and peer assessment. The authors have previously reported using the self and peer assessment software tool SPARK in various contexts to facilitate opportunities to practise, develop, assess and provide feedback on these attributes. This research and that of the other developers identified the need to extend the features of SPARK, to increase its flexibility and capacity to provide feedback. This paper reports the results of the initial trials to investigate the potential of these new features to improve learning outcomes.Design/methodology/approach -This paper reviews some of the key literature in regard to self and peer assessment, discusses the main aspects of the original online self and peer assessment tool SPARK and the new version SPARK PLUS , reports and analyses the results of a series of student surveys to investigate whether the new features and applications of the tool have improved the learning outcomes in a large multi-disciplinary Engineering Design subject.Findings -We found that using self and peer assessment in conjunction with collaborative peer learning activities increased the benefits to students and improved engagement. Furthermore we found that the new features available in SPARK PLUS facilitated efficient implementation of additional self and peer assessment processes (assessment of individual work and benchmarking exercises) and improved learning outcomes. The trials demonstrated the tool assisted in improving student's engagement with and learning from peer learning exercises, the collection and distribution of feedback and helping students to identify their individual strengths and weaknesses.Practical implications -SPARK PLUS facilitates the efficient management of self and peer assessment processes even in large classes allowing assessments to be run multiple times a semester without an excessive burden for the coordinating academic. While SPARK PLUS has enormous potential to provide significant benefits to both students and academics we caution that although a powerful tool, its successful use requires thoughtful and reflective application combined with good assessment design.Originality/value -We found that the new features available in SPARK PLUS efficiently facilitated the development of new self and peer assessment processes (assessment of individual work and benchmarking exercises) and improved learning outcomes.

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Further Developments in Peer Assessment of Group Projects

Cited by 115 publications

References 3 publications

Facilitation and Assessment of Group Work using Web-based Tools

Facilitation and Assessment of Group Work using Web-based Tools

Measuring Student Support for Participative Assessment and Related Strategies: Development and Testing of the Beliefs about Participative Assessment Instrument (BAPAI)

Improving self‐ and peer assessment processes with technology

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