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 Introducing a Cross-Course Teaching Innovation to Enhance Group Project Performance

2017 ◽  
Author(s):  
Mark DeFanti
Keyword(s):  
Marketing Research ◽  
Marketing Plan ◽  
Integrated Marketing ◽  
Group Project ◽  
Teaching Innovation ◽  
Student Groups ◽  
Team Members ◽  
Lone Wolf ◽  
Team Projects ◽  
The Many

Marketing educators and students recognize the benefits derived from group assignments. Nonetheless, serious problems that occur frequently in student groups are diminished effort by some free-riding team members or disassociation from the group by lone wolf team members.  In a highly innovative manner, the American Marketing Association’s integrated marketing plan international competition was concurrently adopted by Principles of Marketing, Marketing Research and Advanced Advertising courses in an attempt to leverage the many benefits of team projects while minimizing their drawbacks.

scholarly journals Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and its Effects on Student Performance

2022 ◽  
Vol 11 (2) ◽  
pp. 663-680
Author(s):  
Sandra Zulliger ◽  
Alois Buholzer ◽  
Merle Ruelmann
Keyword(s):  
Student Performance ◽  
Mathematics Teaching ◽  
Performance Test ◽  
Peer Assessment ◽  
Experimental Studies ◽  
Real Life ◽  
General Effect ◽  
Everyday Mathematics ◽  
Self Assessment

<p style="text-align: justify;">The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.</p>

Addressing Discrepancies in Faculty and Student Perceptions of the Quality and Rigor of Online Courses

2019 ◽  
pp. 120-148 ◽  
Author(s):  
Anisah Bagasra ◽  
Mitchell Brent Mackinem
Keyword(s):  
Historically Black ◽  
Student Performance ◽  
Student Perceptions ◽  
Online Courses ◽  
Faculty Perceptions ◽  
Online Programs ◽  
Course Quality ◽  
Historically Black University ◽  
Online Coursework

The chapter addresses the discrepancies that exist between student and faculty perceptions of online courses, specifically differences in beliefs about the quality of online courses and the rigor of online coursework. The authors present data collected from faculty and students before the launch of undergraduate and graduate online programs and over the course of the first four years of online course offerings at a small, Historically Black University (HBCU). The data is used to discuss ways to reduce incongruities in how students and faculty view online courses with a focus on faculty establishing their expectations for student performance in the online environment, measuring course quality, and using student evaluations to enhance course quality. Congruent beliefs and expectations are important to ensure that both faculty and students involved in online courses are satisfied with their experiences, leading to better retention and learning outcomes.

Reducing costly free-rider effects via OASIS

2019 ◽  
Vol 22 (1) ◽  
pp. 30-48
Author(s):  
Ming Ming Chiu ◽  
Chi Keung Woo ◽  
Alice Shiu ◽  
Yun Liu ◽  
Bonnie X. Luo
Keyword(s):  
Student Perceptions ◽  
Peer Assessment ◽  
Free Riding ◽  
Assessment System ◽  
Teacher Participation ◽  
Content Type ◽  
Team Members ◽  
Free Riders ◽  
Team Projects ◽  
Individual Scores

Purpose A team member might exert little effort and exploit teammates’ work (free riding), which can discourage their efforts. The purpose of this paper is to examine whether free riding devalues team projects and whether an online assessment system for individual scores (OASIS) system can reduce student perceptions of free riding and its harmful effects. OASIS includes: contractual commitment, team discussion, median peer assessment of each member’s contribution, assessment revision opportunities, conditional teacher participation and final appeal. Design/methodology/approach University students (238 in India and 60 in Hong Kong) completed pre-and post-surveys. Findings Students who valued team projects more than others experienced fewer past free riders, viewed team members as contributing equally, or viewed free riding as harming fair grading. After OASIS, these students reported that only 3 percent of their teammates were free riders, and were less likely to perceive that free riders had harmed them or hindered fair grading. Results did not differ across gender or regions. Research limitations/implications These data are correlational rather than longitudinal, and hence cannot determine causality. Practical implications The OASIS system requires a computer. Originality/value This is the first study to test a system for reducing free riders across countries.

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.

scholarly journals Alternative Assessment Approaches and Quality Product Design Within Web-Based Learning Environments

2020 ◽  
Vol 15 (3) ◽  
pp. 60-74
Author(s):  
Ahlam Mohammed Al-Abdullatif
Keyword(s):  
Student Performance ◽  
Learning Environments ◽  
Alternative Assessment ◽  
Peer Assessment ◽  
Web Based ◽  
Postgraduate Students ◽  
Web Based Learning ◽  
Assessment Approach ◽  
The Impact

The aim of the present study is to identify the impact of the alternative web-based self and peer assessment approaches on improving the quality of student educational projects. In this context, a study was carried out during the second semester of the 2017-2018 academic year among 48 postgraduate students at King Faisal University. Results indicated that both self and peer-assessment approaches are effective when assessing the quality of educational products. The results also showed that the extent of student experience with the self-assessment approach affects their assessment credibility and objectivity. This study emphasized the value of utilizing alternative assessment approaches in web-based learning environments as means of improving student performance, particularly when designing educational products. It may have theoretical and pedagogical implications for learners and teachers.

Impact of a Social Network Messaging App on Team Cohesiveness and Quality of Completed Team Projects in an Undergraduate Team Project

2019 ◽  
Vol 47 (4) ◽  
pp. 539-553
Author(s):  
C. Matt Graham ◽  
Nory Jones
Keyword(s):  
Social Network ◽  
Common Ground ◽  
Project Performance ◽  
User Profiles ◽  
Team Cohesiveness ◽  
Team Members ◽  
Team Projects ◽  
Team Project ◽  
Improved Learning

This research sought to determine what impact a social network messaging app could have on student’s team project performance. The app allowed students to self-select teams based on user profiles within the app. The study investigated three hypotheses that measured the apps impact on the quality of completed team projects, the team’s sense of shared goals, and team cohesiveness. The findings suggested that social network messaging apps that provide a sense of common ground between team members may better engage students in project teamwork which could lead to improved learning and better team cohesiveness.

Regulatory requirements and comparison in approval of new and generic drugs in United States of America and Japan:-Implication for Future strategies

2020 ◽  
Vol 07 ◽  
Author(s):  
Paramjeet Malik ◽  
Neelam Pawar ◽  
Kavita Bahmani
Keyword(s):  
Generic Drugs ◽  
Drug Product ◽  
Drug Approval ◽  
Approval Process ◽  
Regulatory Requirements ◽  
Team Members ◽  
Regulatory Authorities ◽  
Effective Manner ◽  
Review Team

: Safety, efficacy and quality of a therapeutic product is the major concern for the pharmaceutical companies. FDA and PMDA are the main regulatory authorities in USA & JAPAN respectively that ensures the maintenance of these required parameters by forming standard guidelines and process for drug approval. These regulatory authorities’ reviews each step of a pharmaceutical drug product from its discovery phase to marketed product. Dossier plays an important role during the approval process of a drug product, as it allows both applicant and review team members to evaluate the data in an effective manner. A dossier consists of five modules containing informative data of various stages of a drug product but in a brief pattern with folders and subfolders. In the present paper, the authors focus on in-depth review of approval process for new and generic drugs in USA and Japan.

scholarly journals An AI-Based System for Formative and Summative Assessment in Data Science Courses

2020 ◽  
Author(s):  
Pierpaolo Vittorini ◽  
Stefano Menini ◽  
Sara Tonelli
Keyword(s):  
Data Science ◽  
Ad Hoc ◽  
Online Courses ◽  
Assessment Tools ◽  
Science Courses ◽  
Summative Assessments ◽  
Assessment Activity ◽  
Automated Grading ◽  
Automated Feedback

AbstractMassive open online courses (MOOCs) provide hundreds of students with teaching materials, assessment tools, and collaborative instruments. The assessment activity, in particular, is demanding in terms of both time and effort; thus, the use of artificial intelligence can be useful to address and reduce the time and effort required. This paper reports on a system and related experiments finalised to improve both the performance and quality of formative and summative assessments in specific data science courses. The system is developed to automatically grade assignments composed of R commands commented with short sentences written in natural language. In our opinion, the use of the system can (i) shorten the correction times and reduce the possibility of errors and (ii) support the students while solving the exercises assigned during the course through automated feedback. To investigate these aims, an ad-hoc experiment was conducted in three courses containing the specific topic of statistical analysis of health data. Our evaluation demonstrated that automated grading has an acceptable correlation with human grading. Furthermore, the students who used the tool did not report usability issues, and those that used it for more than half of the exercises obtained (on average) higher grades in the exam. Finally, the use of the system reduced the correction time and assisted the professor in identifying correction errors.

The Heartguard: A Humanitarian Pediatric Cardiac Surgery Program in Rural China

2021 ◽  
Author(s):  
Xun E. Zhang ◽  
Zhi Geng ◽  
Jun Shao ◽  
Hao Yao ◽  
Lu Wang ◽  
...  
Keyword(s):  
Cardiac Surgery ◽  
Endovascular Procedures ◽  
Rural China ◽  
Surgical Team ◽  
Physical And Mental Health ◽  
Team Members ◽  
Financial Difficulties ◽  
The Government ◽  
Receive Treatment

Abstract Background Congenital heart disease (CHD) accounts for the most common birth defects in China, pressuring both the physical and mental health in children. The inaccessibility of CHD children in rural China due to financial difficulties is demanding inputs from both the government and society. The Heartguard project is a program developed to improve the delivery of CHD care in rural China. Methods The Heartguard project partners with county hospitals and performs CHD screening to diagnose patients with CHD in rural China. Diagnosed children with CHD who are unable to afford therapy will subsequently receive treatment sponsored by the financial partners. All patients are followed up by the local partner and visiting surgical team members. Results More than 10,000 children across 9 provinces underwent CHD screening. A total of 240 (accounting for an incidence of 2.4%) was treated by the program, of which 226 patients were managed invasively, the other 14 patients conservatively. Open surgery was performed in 162 patients, while endovascular procedures were applied in another 64. No mortality or significant complications occurred during the transfer. There was no perioperative or late death. Conclusion This humanitarian cardiac surgery program is able to promote accessibility of care for CHD children in rural China. The quality of life of these patients can be improved with continuous input from the society.

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