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Using Peer & Self Assessment for Group Work

Using Peer & Self Assessment for Group Work . Elizabeth Burd, Sarah Drummond, Brendan Hodgson. Group working benefits. Facilitation of learning Development of interpersonal relationships and individual responsibilities

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Using Peer & Self Assessment for Group Work

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  1. Using Peer & Self Assessment for Group Work Elizabeth Burd, Sarah Drummond, Brendan Hodgson

  2. Group working benefits • Facilitation of learning • Development of interpersonal relationships and individual responsibilities • Development of personal transferable skills including communication, presentation, problem solving, leadership, delegation and organization • Encouraging discussion and debate, justification of ideas, resolution of disagreement and understanding of new perspectives

  3. Group working problems • ‘social loafing’ or ‘free riding’ when a member of the group contributes little or nothing to the group’s activities • students only become involved in part(s) of the group work so may be denied the sense of completeness • problems with formal assessment leading to the issues of proving equal or different marks to individuals within the group

  4. Group working at Durham • Taught as part of the Software Engineering module (total 40 credits) • Mixed ability teams working for academic year on development project • Forms significant part of the module assessment • Computer science and Joint Hons. Students • Students mostly enjoy the group work

  5. The Durham Difference? • Double marking practices have sometimes resulted in marking discrepancies of up to 32% (prior to mark resolution strategies); • Over 57% of the tutors felt unable to provide accurate individual effort adjustments for all the students within their group.

  6. Peer assessment • Student peer assessment practices resulted in 50% of the students giving their peers a mark of 65%, and 36% of students giving a mark of 70% or above.

  7. Approaches to student marking • Effort reviews - Marking of own contribution on qualitative scale • Self ranking - Ranking of own contribution compared to other groups members • Group rank - Students rank effort contributions of each group member • Mark sharing - Students share out marks between group members

  8. Effort Reviews

  9. Are the students fair • 33.9% of the students stated that they had put in an average effort. • 54.3% stated that they had put in a greater than average effort; • 11.8% stated that they had put in below average effort. • 56.6% of the staff reviews agreed exactly with the students

  10. Self ranking–contribution to group

  11. Student Self rank Group ranks Staff rank Student effort A 3 4,4,2 3 2 B 5 5,5,5 5 4 C 3 3,3,4 3 3 D 3 1,1,2 2 5 E 1 1,1,1 1 1 Ranking accuracy profile

  12. Mark sharing • ‘If your group were to be given an extra 20 marks how would you distribute the marks between the group members. Please do not use fractions.’

  13. A B C D A 5 5 5 5 B 6 2 6 6 C 5 0 10 5 D 4 0 8 8 Mark sharing for one group

  14. Contribution estimation

  15. I’m happy with this one…

  16. Peer assessment • Can significantly improve the data available to staff to make contribution decisions • Helps students learn their expectations • Helps students understand marking criteria and how they are applied (happier with grades) • Good learning tool that saves of staff time!

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