Types of peer assessments in group projects.

Victoria, Michele Florencia

Abstract

The P21 Framework for 21st Century Learning identifies collaboration as a key educational outcome as it prepares students for the real world problem solving and enhance their prospects for employment. Therefore, group assessments are becoming a commonplace in higher education, mainly to promote collaborative working environment and peer learning amongst students. In addition, group assessments are considered as an effective assessment strategy to manage large classes as it reduces the marking burden on academics. Despite the benefits, students resent group work particularly when a common group mark is awarded when there is a varying level of inputs from the members of the group. Especially, non- engaging students could possibly attain good grades without contributing to the group work or with minimal contribution. This problem of “free riders” disadvantages and discourages engaging students. There is a plethora of peer assessment methods used by academics to assess group works. However, there is a dearth of studies which explores why a particular method is preferred and the difference it makes on the final grades of students. Therefore, this paper explores different methods of peer assessments by reviewing recent literature and expands into comparing the final grades derived from two different methods of peer assessments adopted in the same module to study the end results. Finally, the correlation between the final individual grades and the peer marks given was unpacked which allows academics to make an informed decision.

Citation

VICTORIA, M.F. 2020. Types of peer assessments in group projects. In Sanderson, L. and Stone, S. Proceedings of 2020 Teaching-learning-research: design and environments, 2-4 December 2020, Manchester, UK. AMPS proceedings series, 22.2. Manchester: AMPS [online], chapter 5, pages 49-58. Available from: https://amps-research.com/wp-content/uploads/2021/11/Amps-Proceedings-Series-22.2.pdf

• Presentation Conference Type: Conference Paper (published)
• Conference Name: 2020 Teaching-learning-research: design and environments
• Start Date: Dec 2, 2020
• End Date: Dec 4, 2020
• Acceptance Date: May 1, 2020
• Online Publication Date: Dec 2, 2020
• Publication Date: Dec 2, 2020
• Deposit Date: Jun 30, 2022
• Publicly Available Date: Aug 9, 2022
• Publisher: Architecture Media Politics Society (AMPS)
• Peer Reviewed: Peer Reviewed
• Pages: 49-58
• Series Title: AMPS proceedings series
• Series Number: 22.2
• Series ISSN: 2398-9467
• Chapter Number: Chapter 5
• Keywords: P21 framework; Collaboration; Real-world problem solving; Higher education; Collaborative working environment; Peer learning; Students
• Public URL: https://rgu-repository.worktribe.com/output/1699319
• Publisher URL: http://architecturemps.com/wp-content/uploads/2021/09/Amps-Proceedings-Series-22.2-1.pdf