Multi-disciplinary Peer-mark Moderation of Group Work

Willmot, Peter; Pond, Keith

doi:10.5430/ijhe.v1n1p2

Cited by 3 publications

(5 citation statements)

References 24 publications

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“…Where group work was used as assessment individual student marks reflecting individual effort were generated via a Peer Review mechanism (for a full treatment of this mechanism see Willmot & Pond, 2012). In any group work situation a number of different behaviours can be identified, largely categorised as positive or negative "Collaboration" or "Co-operation" (Dillenbourg, 1999 and;Johnson & Johnson, 1989).…”

Section: Putting the Videos To Workmentioning

confidence: 99%

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Student Engagement in Video Case Based Undergraduate Business Teaching

Pond

2015

IJHE

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This paper describes a long term project using bespoke video case studies designed and produced as the basis (variously) for formative in-class and on-line forum activity and assessment of group coursework and via case based exam. The research sought to observe student engagement behaviours when faced with innovative teaching methods using: observation, data collection on student interactions with the videos and seminar groups. On the key question of learning development the findings are unimpressive. Although different features were used in the teaching and assessment over the period of the study, and it is difficult to separate the effects of each, it remains that the overall quality of student work remained significantly unchanged. However, student satisfaction with the module remained high and qualitative comments and group discussions underpinned the behavioural and emotional engagement that the videos were designed to foster. In a complex area, with numerous potential factors affecting student learning behaviour the findings are, at best, tentative. However, student ability to cope with and master new techniques was illustrated.

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Section: Putting the Videos To Workmentioning

confidence: 99%

“…The data on the assessed work and the group interactions captured via the Peer review mechanism (Willmot & Pond, 2012) tested whether features of the video case and group interaction influenced assessment outcomes. The weak link in this evidential chain is the mark awarded to each group for its report.…”

Section: Video Learningmentioning

confidence: 99%

Student Engagement in Video Case Based Undergraduate Business Teaching

Pond

2015

IJHE

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“…In qualitative settings, instructors typically set up a discussion opportunity for members to express their viewpoint regarding individual contributions to the final submission (Scager et al, 2017). Willmot and Pond (2012) criticise the involvement of student members to determine contribution scores. They centre their concerns on biases stemming from personality clashes, giving friends inflated ratings as well as thoughtless and vindictive ratings.…”

Section: Aim Of This Papermentioning

confidence: 99%

“…Based on the premise that students are best placed to rate one another's work (Millis and Cottell, 1998), the majority of studies gather data directly from peers (Brown, 1995, Mohammed and Angell, 2004; Brooks and Ammons, 2003; Lejk and Wyvill 2001a; Goldfinch, 1994; Willmot and Pond, 2012; Zhang and Ohland 2009). Peer evaluation may be obtained from group members in the form of quantitative and/or qualitative data.…”

Section: Literature Reviewmentioning

confidence: 99%

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A streamlined survey instrument to moderate university students' grades for group projects

Dix

2024

APJML

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PurposeThe aim of this paper is to generate a streamlined, transparent and effective instrument to fairly measure the contribution made by each student to a group project within a higher education context. The primary aim is to moderate the grades of underperforming students at the end of the project. There is a secondary benefit in alerting underperforming students to raise their contribution mid-task or face a potentially reduced grade at the final stage.Design/methodology/approachThe development of this multi-dimensional instrument is guided by findings from previous research. The quest is to minimise the instructor's administrative work load in applying a moderation-only instrument that is open-source and available at no cost. Based on the literature, the survey instrument seeks to apply a peer-based, equitable and transparent evaluation of each member's contribution to a group task. The survey is applied at mid-task and again at end-task in order to afford underperformers the opportunity to address contribution deficits during the final phase of the project.FindingsThe instrument, called TANDEM©, offers a transparent, streamlined, equitable, confidential and practical measure of each student's contribution to a graded group task. Students whose end-task contribution falls below the group average rating receive a proportional reduction in their personal grade. Additionally, the end-task moderation instrument captures a single-item holistic measure of relative contribution that may, in the future, serve as a surrogate for the multi-dimensional measures currently in place.Research limitations/implicationsTANDEM© was developed with group sizes of four or five members in mind. There is no evidence to support its application to three-person groups. Moreover, the application was applied only amongst under-graduate students. It is yet to be applied across post-graduate groups and within online learning environments. Future research into diverse cultural settings would serve to advance understanding of how moderation is perceived across borders.Practical implicationsSeveral existing group grade moderation methods propose complex algorithms that are “black box” solutions from a student's perspective. In establishing a fair, streamlined, confidential and transparent process for peer-rated moderation, TANDEM© deploys a concise instrument with a relatively small administrative load. TANDEM © may be applied to all groups or can selectively be applied to groups that report moderate, strong or extreme levels of conflict.Social implicationsStudents will appreciate the opportunity to rate peer contributions to group projects. This will dissipate the negative social sentiment that may arise when fellow students benefit from the work of others. Those students seeking conflict resolution within the group will value the transparent and equitable moderation of grades as well as the positive social implications that follow.Originality/valueThis research forms part of an ongoing quest to present a moderation instrument that fairly identifies student contribution to a group project. Whilst the solution proposed is one of many existing alternatives, its focus is on a practical moderation-only instrument that can immediately be applied to a course or major. The benefits lie in the ease of application and minimal administrative workload. This constitutes an original contribution to the individual (course or major) coordinator who seeks to apply a moderation-only instrument without having to commit to an extensive, broad-based group optimisation programme.

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A Blueprint for Success: A Model for Developing Engineering Education in the UK

King

Willmot

2014

Int. J. Eng. Ped.

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Abstract-This paper details the emergence and development of the 'Centre for Engineering and Design Education' (CEDE) at Loughborough University, UK, and provides a blueprint for success. With ample evidence that such a Centre can prove to be a highly effective support mechanism for discipline-specific academics and can develop and maintain valuable national and international networks and collaborations along with considerable esteem for the host university. The CEDE is unique in the UK and has achieved considerable success and recognition within the local engineering education community and beyond for the past 16 years. Here we discuss the historical background of the Centre's development, the context in which it operates, and its effective management and operation strategy. The success it has enjoyed is described through examples, with much evidence of the generation of a significant amount of external funding; the development of high quality learning spaces; learning technology systems, open source software and improvements in curriculum design; a strong record of research and publication on the pedagogy of engineering; strong links with industry and employers; and a wealth of connections and know-how built up over the years. This paper provides the institutions with a model blueprint for success in developing engineering education.

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Multi-disciplinary Peer-mark Moderation of Group Work

Cited by 3 publications

References 24 publications

Student Engagement in Video Case Based Undergraduate Business Teaching

Student Engagement in Video Case Based Undergraduate Business Teaching

A streamlined survey instrument to moderate university students' grades for group projects

A Blueprint for Success: A Model for Developing Engineering Education in the UK

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