Responding to student feedback: Individualising teamwork scores based on peer assessment
Teamwork assessments often result in a single final product, for which all team members receive a single mark regardless of their contribution to the team project. In order to respond to feedback from students in terms of fair marking of the teamwork assessment, we implemented peer assessment as a r...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2020-01-01
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| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374020300194 |
| _version_ | 1819097984191692800 |
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| author | Homa Babai Shishavan Mahdi Jalili |
| author_facet | Homa Babai Shishavan Mahdi Jalili |
| author_sort | Homa Babai Shishavan |
| collection | DOAJ |
| description | Teamwork assessments often result in a single final product, for which all team members receive a single mark regardless of their contribution to the team project. In order to respond to feedback from students in terms of fair marking of the teamwork assessment, we implemented peer assessment as a recommended pedagogical intervention to individualise team marks and prevent team members from taking advantage of free riding. Team marks were individualised proportional to the average peer assessment mark each student received from their peers in the team. We analysed course evaluation data before (n = 151) and after (n = 129) the implementation of the peer assessment process from students participating in Engineering Design courses. Analysing data in light of Social Interdependence Theory (Johnson & Johnson, 2009) showed that the peer assessment process improved the cooperation of the team members which enhanced the students’ teamwork experience and their engagement with the course. While only 24% of the students appreciated teamwork aspects of the course before the peer assessment, it increased to 34% post peer assessment. Furthermore, the implementation of the peer assessment process decreased complains about free riding from 26% to 7%. |
| first_indexed | 2024-12-22T00:23:46Z |
| format | Article |
| id | doaj.art-0f73b75b4df04ec2a91ea3532301ddc2 |
| institution | Directory Open Access Journal |
| issn | 2666-3740 |
| language | English |
| last_indexed | 2024-12-22T00:23:46Z |
| publishDate | 2020-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj.art-0f73b75b4df04ec2a91ea3532301ddc22022-12-21T18:45:06ZengElsevierInternational Journal of Educational Research Open2666-37402020-01-011100019Responding to student feedback: Individualising teamwork scores based on peer assessmentHoma Babai Shishavan0Mahdi Jalili1Monash University, Melbourne, AustraliaSchool of Engineering, RMIT University, Melbourne, Australia; Corresponding author at: School of Engineering, RMIT University, Melbourne, Australia.Teamwork assessments often result in a single final product, for which all team members receive a single mark regardless of their contribution to the team project. In order to respond to feedback from students in terms of fair marking of the teamwork assessment, we implemented peer assessment as a recommended pedagogical intervention to individualise team marks and prevent team members from taking advantage of free riding. Team marks were individualised proportional to the average peer assessment mark each student received from their peers in the team. We analysed course evaluation data before (n = 151) and after (n = 129) the implementation of the peer assessment process from students participating in Engineering Design courses. Analysing data in light of Social Interdependence Theory (Johnson & Johnson, 2009) showed that the peer assessment process improved the cooperation of the team members which enhanced the students’ teamwork experience and their engagement with the course. While only 24% of the students appreciated teamwork aspects of the course before the peer assessment, it increased to 34% post peer assessment. Furthermore, the implementation of the peer assessment process decreased complains about free riding from 26% to 7%.http://www.sciencedirect.com/science/article/pii/S2666374020300194Peer assessmentTeamworkIndividualised scoreStudent feedbackStudent experience |
| spellingShingle | Homa Babai Shishavan Mahdi Jalili Responding to student feedback: Individualising teamwork scores based on peer assessment International Journal of Educational Research Open Peer assessment Teamwork Individualised score Student feedback Student experience |
| title | Responding to student feedback: Individualising teamwork scores based on peer assessment |
| title_full | Responding to student feedback: Individualising teamwork scores based on peer assessment |
| title_fullStr | Responding to student feedback: Individualising teamwork scores based on peer assessment |
| title_full_unstemmed | Responding to student feedback: Individualising teamwork scores based on peer assessment |
| title_short | Responding to student feedback: Individualising teamwork scores based on peer assessment |
| title_sort | responding to student feedback individualising teamwork scores based on peer assessment |
| topic | Peer assessment Teamwork Individualised score Student feedback Student experience |
| url | http://www.sciencedirect.com/science/article/pii/S2666374020300194 |
| work_keys_str_mv | AT homababaishishavan respondingtostudentfeedbackindividualisingteamworkscoresbasedonpeerassessment AT mahdijalili respondingtostudentfeedbackindividualisingteamworkscoresbasedonpeerassessment |