Making steps towards improved fairness in group work assessment: The role of students’ self- and peer-assessment

Author:

Ion Georgeta1ORCID,Díaz-Vicario Anna1,Mercader Cristina1ORCID

Affiliation:

1. Universitat Autònoma de Barcelona, Spain

Abstract

Group work benefits student learning in many ways, but group work assessment may be challenging for academics and sometimes is perceived as less fair than individually set assessment tasks. Peer assessment (PA) and self assessment (SA) represents a possible approach supporting lecturers and students to better differentiate individual contributions to group-based assignments. In this study, we explore the students’ perception of SA and PA as strategies to facilitate the assessment of the process of group work and to contribute to increasing the sense of fairness in assessment. With these aims, we designed a study of an assessment practice in which students were involved as partners in the assessment and grading process of a group project assignment. At the end of the course, and when the SA and PA experience concluded, we administered a survey. The findings show that (1) including SA and PA strategies in student tasks enhances the students’ perceived sense of fairness in the assessment process, (2) the specifics of the instructional design do not have a significant effect on student perceptions of this form of assessment, and (3) sociodemographic factors such as the academic year, the degree major and the age of the students have a moderate effect. We conclude that SA and PA improve the sense of democracy of the assessment process, as this is not only in the teachers’ hands but also shared and agreed upon within the group.

Funder

Universitat Autònoma de Barcelona

Publisher

SAGE Publications

Subject

Education

Reference41 articles.

1. Agud I, Alcalde R, Armengol C, et al. (2018) (Coord.). Pauta per a l’avaluació de la contribució individual dels membres al procés grupal en el treball en equip universitari. Dipòsit Digital de Documents. Available at: https://ddd.uab.cat/record/196345 (accessed April 2022).

2. Andrade HL (2010) Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In: 41st Annual Conference, October 20-22, 2010 Rocky Hill, Connecticut, vol.25, pp.1–18. Available at: https://opencommons.uconn.edu/nera_2010/2 (accessed April 2022).

3. Students' Perceptions of and Satisfaction with Group Grades and the Group Experience in the College Classroom

4. Student Self-Assessment

5. Making a Difference: Using peers to assess individual students' contributions to a group project

Cited by 3 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3