Peer assessment of individual contributions to a group project: Student perceptions

Radiography ◽  
2009 ◽  
Vol 15 (2) ◽  
pp. 158-165 ◽  
Author(s):  
Peter L. Kench ◽  
Nikki Field ◽  
Maila Agudera ◽  
Margo Gill
Keyword(s):  
Student Perceptions ◽  
Peer Assessment ◽  
Group Project ◽  
Individual Contributions

scholarly journals Using self- and peer-assessment to enhance students’ future-learning in higher education.

2011 ◽  
Vol 8 (1) ◽  
pp. 52-69 ◽  
Author(s):  
Glyn Thomas ◽  
◽  
Dona Martin ◽  
Kathleen Pleasants ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Peer Assessment ◽  
Assessment Process ◽  
First Year ◽  
Group Project ◽  
Individual Contributions ◽  
Short And Long Term ◽  
Faculty Of Education ◽  
Future Learning

In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers. In this paper, we describe and critique three initiatives that experimented with future-learning oriented assessment within a faculty of education. These initiatives involved self- and peer-assessment in a mathematics education subject for first year pre-service teachers; peer assessment of individual contributions in a group project using a Wiki; and self- and peer-assessment to help students learn about leadership. Based on our experiences, we conclude with suggestions of how others might also use selfand peer-assessment to work towards better short- and long-term learning outcomes in higher education.

Peer Assessment as a Facilitating and Assessment Strategy in Online and Face-to-Face Classes

2021 ◽  
Vol 11 (3) ◽  
pp. 36-48
Author(s):  
Sang Joon Lee ◽  
Kyungbin Kwon
Keyword(s):  
Group Work ◽  
Evaluation Method ◽  
Online Courses ◽  
Peer Assessment ◽  
Group Project ◽  
Face To Face ◽  
Assessment Strategy ◽  
Positive Effects ◽  
Individual Contributions ◽  
Group Members

Although group work has shown positive effects on student learning, it has been challenging to encourage students to actively engage in group work and assess individual contributions to group projects, particularly in online courses. Peer assessment is a peer evaluation method in which each student assesses group members on how well they did on a group project thereby facilitating students' participation in the group project. The purpose of this study was to examine how students perceived peer assessment as a facilitating and assessment strategy and whether their perceptions were different between online and face-to-face classes. The findings showed both face-to-face and online students perceived that peer assessment was not only a good way to facilitate students' participations and contributions, but it was also a reliable way to assess students' contributions to a group project.

Assessment of Individual Student Performance in Online Team Projects

2011 ◽  
Vol 15 (3) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Student Performance ◽  
Group Process ◽  
Online Courses ◽  
Peer Assessment ◽  
Individual Student ◽  
Assessment Practice ◽  
Group Project ◽  
Team Members ◽  
Team Projects

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

scholarly journals Graphic Design Students’ Per spectives and Attitudes t owards Feedback w ithin Peer Assessment in Design Studio Pedagogy

2016 ◽  
Vol 4 (7) ◽  
pp. 22-33
Author(s):  
ERIC FRANCIS ESHUN
Keyword(s):  
Student Perceptions ◽  
Learning Experience ◽  
Peer Assessment ◽  
Research Question ◽  
Peer Feedback ◽  
Studio Pedagogy ◽  
Design Students ◽  
Quality Learning

This paper reports the validity of the hypothesis that giving and receiving peer feedback during studio critique supports the assumption that the nature of feedback affects student learning and student perceptions of the quality of the learning experience. The research question is whether peer feedback operated under studio pedagogy has the potential of enhancing quality learning. The purpose of this study is to examine student perceptions of peer feedback in a studio-based learning environment. This is a case study where data was collected qualitatively. This study clearly demonstrates the positive perceptions of peer feedback held by design students and the influence these perceptions have on students’ learning outcomes.

scholarly journals Influences of Peer Assessment Types on Performance and Students’ Perspectives on Online Peer Assessment

2020 ◽  
Vol 8 (2) ◽  
pp. 43
Author(s):  
Ren-Yu Liao ◽  
Ching-Tao Chang ◽  
Chun-Ying Chen
Keyword(s):  
Peer Assessment ◽  
Peer Feedback ◽  
Project Performance ◽  
Project Based Learning ◽  
Group Project ◽  
Introductory Course ◽  
Confounding Variables ◽  
Different Types ◽  
Professional Assessment ◽  
Online Peer Assessment

This paper reports on a study involving the design of online peer assessment (PA) activities to support university students’ small-group project-based learning in an introductory course. The study aimed to investigate the influences of different types of PA in terms of the rubric (quantitative ratings), peer feedback (qualitative comments) and hybrid (a combination of the rubric and peer feedback) on students’ project performance, and to explore further students’ perspectives on online PA. The quantitative findings suggested that (a) students in the hybrid condition likely had better project performance than those in the peer feedback condition did, and (b) students in the rubric condition could perform equally well as those in both of the hybrid and peer feedback conditions. The qualitative findings suggested that besides types of assessment, other possible confounding variables that might affect performance included perceived learning benefits, professional assessment, acceptance, and the online PA system.

Flexible Peer Assessment Formats to Acknowledge Individual Contributions During (Web-Based) Collaborative Learning

2010 ◽  
pp. 139-161 ◽  
Author(s):  
Dominique M.A. Sluijsmans ◽  
Jan-Willem Strijbos
Keyword(s):  
Collaborative Learning ◽  
Research Agenda ◽  
Peer Assessment ◽  
Innovative Approach ◽  
Web Based ◽  
Group Score ◽  
Assessment Design ◽  
Strong Focus ◽  
Individual Contributions ◽  
Individual Scores

In (web-based) collaborative learning, practitioners increasingly stress the need to acknowledge individual efforts. To this end, peer assessment is regarded as a valuable tool. Research, however, shows shortcomings in the calculations and flexibility of peer assessment formats that are used to transform a group score into individual scores. This chapter proposes an innovative approach by presenting peer assessment formats that underlie sound formulas, but moreover allow flexibility in peer assessment design. Subsequently, the effects of the formats on individual scores are investigated. The results reveal that our formulas and formats outweigh ‘traditional’ practices to utilise peer assessment for transforming a group score into individual scores. Guidelines for practitioners on the application of peer assessment formats are presented, as well as an outline for a research agenda with a strong focus on the development of flexible peer assessment in (web-based) collaborative based learning.

A Peer-Assessment Mobile Kung Fu Education Approach to Improving Students' Affective Performances

2017 ◽  
Vol 15 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Fon-Chu Kuo ◽  
Jun-Ming Chen ◽  
Hui-Chun Chu ◽  
Kai-Hsiang Yang ◽  
Yi-Hsuan Chen
Keyword(s):  
Physical Education ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Tai Chi ◽  
Peer Assessment ◽  
Learning System ◽  
Learning Activity ◽  
Peer Involvement ◽  
Kung Fu ◽  
Mobile Learning System

Peer-assessment and video comment-sharing are effective learning strategies for students to receive feedback on their learning. Researchers have emphasized the need for well-designed peer involvement in order to improve students' abilities in the cognitive and affective domains. Although student perceptions of peer-assessment have been studied extensively in higher education, few studies have focused on the effects of the peer-assessment strategy on students' performance from the affective perspective, especially in Physical Education courses. Therefore, in this study, a peer-assessment mobile physical education approach is proposed for developing a mobile learning system for a Kung Fu Tai-Chi physical education course. To evaluate the effectiveness of the proposed approach, an experiment was conducted by assigning 42 college students to participate in this learning activity. The experimental results show that the proposed approach not only promoted the students' learning interest and motivation, but also improved their learning self-efficacy and socialization.

Sign in / Sign up

Export Citation Format

Share Document