Using peer assessment to evaluate teamwork from a multidisciplinary perspective

Lladó, Anna Planas; Feliu, Lidia; Castro, Francesc; Fraguell, Rosa M.; Arbat, Gerard; Pujol, Joan; Daunis‐i‐Estadella, Pepus

doi:10.1080/02602938.2016.1274369

Cited by 18 publications

(17 citation statements)

References 24 publications

(50 reference statements)

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“…However, as Ohland et al (2012, 611) pointed out, "point distributions do not give students information about what teamwork behaviors are important, and so they do not teach team skills or provide specific feedback for improvement". For this reason, introducing tools that involve students' reflection on their teammates and their own participation can facilitate the evaluation of teamwork, leading to more accurate marks (Villardón 2006;Thomas, Martin, and Pleasants 2011;Anson and Goodman 2014;Planas-Lladó et al 2018). As Gómez-Ruiz, Rodríguez-Gómez, and Ibarra-Saiz (2013) found in their research, such reflection helps students further enhance their basic competences.…”

Section: Teamwork Assessmentmentioning

confidence: 99%

“…Different studies have shown the usefulness of self and peer assessment in relation to teamwork (Chapman and van Auken 2001;Fellenz 2006, Wen and Tsai 2006, Sergi 2007Carson and Glaser 2010;Gransberg 2010;Neus 2011;Thomas, Martin, and Pleasants 2011;Weaver and Esposto 2012;Britton et al 2017;O'Neill et al 2019;Planas-Lladó et al 2018). Some of these studies also show that students value the use of these techniques very positively when working as a team (Sergi 2007;Carson and Glaser 2010;Gransberg 2010;Neus 2011;Weaver and Esposto 2012;Planas-Lladó et al 2018). Self and peer assessment also foster students' learning by helping them develop skills related to critical thinking, self-regulation and problem solving (Kiliç 2016).…”

Section: Teamwork Assessmentmentioning

confidence: 99%

“…It involves students evaluating themselves, their teammates and the group as a whole. Although some groups may tend to share out points equally to avoid confrontations or negative feelings (Fellenz 2006;Ohland et al 2012), many groups have been found to distribute the points unevenly, giving more points to those students who have acted as leaders, for example, and fewer points to those who have not done the tasks proposed by the deadline agreed within the group (Fellenz 2006;Gransberg 2010;Planas-Lladó et al 2018). This evaluation can be equated to holding members to account for teamwork at the end of the activity, which can motivate students to become more involved in tasks and respond positively towards their teammates' expectations (O'Neill et al 2019).…”

Section: Teamwork Assessmentmentioning

confidence: 99%

See 2 more Smart Citations

An analysis of teamwork based on self and peer evaluation in higher education

Lladó

Feliu

Arbat

et al. 2020

Assessment & Evaluation in Higher Education

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Teamwork is one of the most important competences for most professionals, and it is therefore imperative that it be included in university education programmes, yet its evaluation continues to pose challenges. This paper reports on part of a study into the self and peer evaluation of teamwork, research which was carried out in order to analyse teamwork dynamics among students on degree courses in different disciplines, and how these relate to the outcome of teamwork and the grades obtained by each team member. The views of 351 students studying five subjects on five different degree courses were analysed, with participants divided into 95 groups. The results show that effective teamwork is related to higher grades and higher quality products. The weighting of the grade awarded to teamwork in the final subject grade conditions students' assessment of how well the team has functioned, as does the grade each student receives from their teammates. Those teams that view their team as functioning best distribute equal grades among their teammates. The results also show that those students who assess themselves positively do the same for their peers.

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Section: Teamwork Assessmentmentioning

confidence: 99%

Section: Teamwork Assessmentmentioning

confidence: 99%

Section: Teamwork Assessmentmentioning

confidence: 99%

See 1 more Smart Citation

An analysis of teamwork based on self and peer evaluation in higher education

Lladó

Feliu

Arbat

et al. 2020

Assessment & Evaluation in Higher Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Dingel et al (2013) analyzed the relationship between student course performance and their peer evaluation and found that students' performance in the course showed little correlation with their peer evaluations, and free riders do not depress the grades of non-free rider students. However, the evidence is mixed and other studies report that students' views regarding such evaluation procedures are positive (Planas-Llad o et al, 2018). Donia et al (2015) used a sample of 352 students to test the benefits of repeated use of a centralized peer evaluation system on student effectiveness and confidence working in different teams over six semesters.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The impact of peer evaluation on team effort, productivity, motivation and performance in global virtual teams

Tavoletti

Stephens

Dong

2019

TPM

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Purpose This study aims to assess the effect of peer evaluations on team-level effort, productivity, motivation and overall team performance. Design/methodology/approach This study explores the impact of a peer evaluation system on 895 multicultural and transnational global virtual teams (GVTs) composed of 5,852 university students from 130 different countries. The study uses a quasi-experiment in which the group project is implemented under two conditions over two sequential iterations. In the first condition, team members do not receive peer evaluation feedback during the project. In the second condition, participants completed detailed peer evaluations of their team members and received feedback weekly for eight consecutive weeks. Findings Results suggest that when peer evaluations are used in GVTs during the project, teams show: higher levels of group effort; lower levels of average productivity and motivation; and no clear evidence of improved team performance. Results cast doubts on the benefits of peer evaluation within GVTs as the practice fails to reach its main objective of improving team performance and generates some negative internal dynamics. Practical implications The major implication of the study for managers and educators using GVTs is that the use of peer evaluations during the course of a project does not appear to improve objective team performance and reduces team motivation and perception of productivity despite increases in teams’ perceptions of effort and performance. Originality/value This study contributes to the scanty literature regarding the impact of peer evaluation systems on group-level dynamics and performance outcomes.

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“…The peer evaluations allow each student to evaluate other members in the team [33]. Peer evaluations are helpful in developing student's judgement skills by encouraging them to reflect their contributions to the group work, as well as their peers' contributions [34]. The evaluation shall be done with complete privacy and finally handed over to the project supervisor at the end of the session.…”

mentioning

confidence: 99%

Teamwork Effectiveness in Student’s Final Year Project

Yusof

Hussein

Hashim

et al. 2021

Int. J. Emerg. Technol. Learn.

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The goal of this paper is to deliberate issues pertaining to teamwork effectiveness among students in a university environment. Final year project is an important assessment to measure students’ teamwork skills in the university. Three main factors have been identified that contribute to teamwork effectiveness. The factors are namely interpersonal skills, interdependence and commitment to success. Interpersonal factors include social sensitivity and emotional engagement attributes. In this perspective, measures such as teamwork support, care, trust, honesty and respect towards team members are important key criteria. On the other hand, interdependence among others includes traits such as promoting each other to achieve common goals, bringing the best of each other and helping each other completing the task. Commitment to team success involves high obligation, high motivation, strong common goals and strong shared values and beliefs. In this paper, construct items for each factor are developed based on previous studies. The findings show that these factors are relevant toward the success of the student’s final year project. Lacking these skills may result in poor performance among team members and may lead to unfavorable outcome.

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Using peer assessment to evaluate teamwork from a multidisciplinary perspective

Cited by 18 publications

References 24 publications

An analysis of teamwork based on self and peer evaluation in higher education

An analysis of teamwork based on self and peer evaluation in higher education

The impact of peer evaluation on team effort, productivity, motivation and performance in global virtual teams

Teamwork Effectiveness in Student’s Final Year Project

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