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

Exploring the Effect of Distance: An Experimental Investigation of Virtual Collaboration, Social Loafing, and Group Decisions

2008 ◽  
Vol 22 (1) ◽  
pp. 27-46 ◽  
Author(s):  
Jennifer L. Blaskovich
Keyword(s):  
Group Work ◽  
Social Impact ◽  
Group Performance ◽  
Past Research ◽  
Social Loafing ◽  
Virtual Collaboration ◽  
Face To Face ◽  
Virtual Groups ◽  
Impact Theory ◽  
Group Members

Contemporary businesses are rapidly embracing virtual collaboration as a flexible, cheaper, and more efficient method for conducting group work. Past research has shown, however, that virtual groups operate quite differently than face-to-face groups. In this study, Social Impact Theory provides a framework to investigate whether virtual collaboration heightens social loafing—the tendency for individuals to contribute less than full effort to a group. The theory predicts that member distance, inherent in virtual collaboration, increases the propensity of group members to loaf, and decreases group performance. Two hundred seventy-nine participants assigned to face-to-face or virtual groups completed a business resources allocation task. Results suggest that virtual collaboration negatively affects group performance and that social loafing behavior may partially explain this result. The findings imply that organizations should carefully consider whether virtual collaboration can be seamlessly substituted for face-to-face group interaction.

scholarly journals Building Entrepreneurial Teamwork Competencies In Collaborative Learning Via Peer Assessments

2004 ◽  
Vol 1 (12) ◽  
Author(s):  
Peter H. Hackbert
Keyword(s):  
Cooperative Learning ◽  
Group Work ◽  
Peer Assessment ◽  
Learning Study ◽  
Study Circles ◽  
Entrepreneurial Team ◽  
Group Members ◽  
Team Project ◽  
Work Cooperative ◽  
Study Teams

Entrepreneurship courses commonly use various kinds of group work, cooperative learning, study circles and study teams. A major challenge of this pedagogy is the unbiased grading of group members based on the accountability of individual performances. This paper provides an approach to using student peer assessment to provide feedback on individual performances within an entrepreneurial team project so that grades may be assigned in an equitable manner within entrepreneurship education.

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 Narrating Peer Assessment in a Group Task

2021 ◽  
Vol 3 (3) ◽  
pp. 62-68
Author(s):  
Ramesh Rao Ramanaidu ◽  
Edna Shamani Wellington
Keyword(s):  
Group Work ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Movement Control ◽  
Descriptive Statistics ◽  
Virus Movement ◽  
Music Pedagogy ◽  
Face To Face ◽  
Control Order ◽  
Pre Service Teacher

COVID19 interrupted many things in our life. To curb the spread of the virus, Movement Control Order (MOC) was enforced. Though face to face teaching and learning came to halt, was replaced by online learning. In the context of teaching and learning, teachers face a lot of problem in carrying out practices which were a norm before. This study intends to explore a group work, which was carried out during the pandemic. More importantly, on how to assess a group work, which was carried out online, is explored. The aim of this study is to reveal how a peer assessment, for a group task was carried out during the pandemic. Instead of students, 30 music pre-service teachers were involved in this study. They were divided into ten groups. These pre-service teachers were enrolled in a music pedagogy course. One of the tasks involves a group work. Each group is required to produce a video. The video is assessed based on three criteria i.e content of the video, creativity and group collaboration. Each pre-service teacher assessed another group’s video using these criteria. Descriptive statistics and web analysis were used to analyse the scores given by the pre-service teachers. The result revealed that the component of creativity is viewed differently by many pre-service teachers, compared to the other two.

scholarly journals Member Reactions to Social Loafers When Doing Group-Based Assignments: A Group Processes Perspective

2019 ◽  
Vol 9 (1) ◽  
pp. 25 ◽  
Author(s):  
Joseph Reginard Milinga ◽  
Ezelina Angetile Kibonde ◽  
Venance Paul Mallya ◽  
Monica Asagwile Mwakifuna
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Group Work ◽  
Group Processes ◽  
Social Loafing ◽  
Continuous Assessment ◽  
Structured Interviews ◽  
Face To Face ◽  
Group Members ◽  
Solid Foundation

Understanding how student teachers undertake their group work may provide solid foundation for developing essential skills required for the 21st Century teachers, and subsequently help improve group-based assessment in higher education. However, social loafing has been found to interfere with this assessment mode. This article reports on undergraduate student teachers’ reactions to social loafers when working on group assignments as part of their continuous assessment. It focuses on how they go about doing their group work and react to the social loafers. The data were collected using face-to-face semi-structured interviews from 18 purposefully and conveniently selected participants. The findings have indicated procedures that students observe in doing their group assignments such as formulation of own group norms and rules, and holding of meetings for the work being determined by the nature of the assignments, and their submission deadlines. Additionally, it has been found that group members employ humanitarian, punitive and threatening approaches as they react to social loafers. The article concludes that proper planning for students’ group assignments is important and; both instructors and students should play their roles accordingly to overcome the problem of social loafing when the use of group-based assessments is indispensable within higher education contexts.

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.

Taking the Guesswork Out of Assessing Individual Contributions to Group Work Assignments

2013 ◽  
Vol 29 (1) ◽  
pp. 169-180 ◽  
Author(s):  
Susan C. Lambert ◽  
Amanda J. Carter ◽  
Margaret Lightbody
Keyword(s):  
Group Work ◽  
Individual Student ◽  
Group Assessment ◽  
Free Riders ◽  
Group Assignment ◽  
Individual Contributions ◽  
Group Members ◽  
Objective Basis

ABSTRACT This paper demonstrates how a wiki can be used to deliver greater justice in the form of a fairer grade to students who report that not all members of their group made a reasonable contribution to an assignment. While group assessment has many pedagogical and professional benefits, it is fraught with potentially unjust outcomes in terms of the marks assigned to individual students. Free-riders can unjustly receive marks for work that they have not contributed to and they may even drag down the group marks due to their non-performance. We describe how a wiki was used in an auditing group assignment to provide evidence of individual student contributions following reports of unequal contributions by group members. It was found that the wiki provided a relatively more objective basis than traditional document-based assignments to inform the decision as to whether or not all students in the group would receive the same grade and if not, how the grades should be modified.

Working in Groups: The Importance of Communication in Developing Trust and Cooperation

EDIS ◽  
2013 ◽  
Vol 2013 (11) ◽  
Author(s):  
Bryan D. Terry
Keyword(s):  
Group Work ◽  
Positive Experience ◽  
Total Group ◽  
Fact Sheet ◽  
Working Together ◽  
Group Members

Working together in groups can be a great experience or one filled with stress and anxiety. The success of group work depends largely on the trust developed among group members and the respect they show each other. When an individual has had a positive experience in a group, he/she is more likely to take risks, ask questions, and share ideas that will benefit the total group. This 3-page fact sheet was written by Bryan D. Terry, and published by the UF Department of Family Youth and Community Sciences, August 2013. http://edis.ifas.ufl.edu/fy1378

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