Does the use of summative peer assessment in collaborative group work inhibit good judgement?

Sridharan, Bhavani; Tai, Joanna; Boud, David

doi:10.1007/s10734-018-0305-7

Cited by 75 publications

(57 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The main hesitation from students lies in not being fairly assessed by their peers (Sridharan, Tai, & Boud, 2019). Chen (2019) also notes that students have reservations with peer grading regarding interpersonal pressures.…”

Section: Discussionmentioning

confidence: 99%

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Schee

Birrittella

2021

Marketing Education Review

View full text Add to dashboard Cite

The rate of transition to online instruction in higher education was accelerated by the new reality of the global pandemic, COVID-19. As a result, faculty must adapt by being more efficient to manage more students with less resources and even less personal contact for the foreseeable future. Efficiency can be gained by using group assignments and peer group grading. Peer group grading reduces assessment time although students may be concerned about having their work graded fairly by other students. The peer group grading process and grades are analyzed against the instructor grades over a two-year period. Results demonstrate no significant difference in peer group grades and instructor grades for pre-COVID-19 hybrid and post-COVID-19 online courses. Student survey results also show that students perceive peer group grading as fair in both course formats. Therefore, instructors can feel confident about using peer group grading as a fair and time saving assessment tool.

show abstract

Section: Discussionmentioning

confidence: 99%

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Schee

Birrittella

2021

Marketing Education Review

View full text Add to dashboard Cite

show abstract

“…Questions such as what is to be assessed and by whom arise. Recent studies demonstrate that faculty across higher education are grappling with such questions, for instance, about how to grade reflective essays written about inquiry learning 37 and defining best practice in assessing group and project work 38 . Certainly, this is a lively area of research with a lot of scope to explore many unsettled challenges.…”

Section: Discussionmentioning

confidence: 99%

What Is the Educational Value of a Student‐Led Conference in Dental Education?

Leadbeatter¹,

Gao²,

Forsyth³

et al. 2020

Journal of Dental Education

View full text Add to dashboard Cite

Student‐led conferences are a type of inquiry learning and student‐led pedagogy. They have the potential to foster learning across many of the domains required for professional dental practice including communication and interpersonal skills, adaptive capability, professional attitude and ethical judgment, entrepreneurship, and a social and community orientation. A student‐led conference, which provided a framework for students studying oral biosciences to create and host a conference focused on contemporary issues in oral biosciences, was introduced into the Bachelor of Oral Health program at the University of Sydney in Australia in 2017 and 2018. The aim of this qualitative study was to examine the educational purposes that the student‐led conference satisfied. Data were collected from the 2017 cohort of students in the form of reflective essays. In 2018, students’ experience of the conference was recorded from a focus group discussion. In both years, reflective accounts written by attendees were collected. The thematic analysis generated four themes: integration of learning, personal learning, student resourcefulness through peer relationships, and deep commitment to delivering an excellent conference. The learning project served as a platform for students to display their professionalism and skills gained in entrepreneurship, communication, and adaptive capability. This study provided an example of a participatory curriculum approach with the potential to help students generate a working understanding of knowledge structures and how knowledge is created and circulates in the discipline.

show abstract

“…This method allows one to increase the evaluating objectivity of the student activities in the group. The study conducted by Sridharan et al (2019) indicates a significant bias in the grades of group mates when they give the final grades themselves. This fact raises a question about the appropriateness of using peer-to-peer ratings for a final assessment.…”

Section: Literature Overviewmentioning

confidence: 99%

Experience in Evaluating the Educational Results Obtained by Students Carrying out an Educational Group Project

KІRІLENKO¹,

Rybalko²,

RYZHKOVA³

et al. 2020

RREM

View full text Add to dashboard Cite

We have established that one of the main problems in the adaptation of graduates is the problem associated with the collective nature of future work, and the lack of appropriate competencies among young specialists. Also, we have developed and tested an assessment methodology an individual work of students in an educational group project, using web-service Trello based on the subject "Fundamentals of collaboration in IT". Unlike others, the described assessment methodology allowed to increase the objectivity of the mid-term and final test results of both the students' work and the group work. Also, it allowed to track and direct students' activities to such an educational group project result that harmonizes their capabilities with requirements. Web-service Trello used for a group project allowed to quickly identify problems at all its stages, deploy resources rationally, avoid the "emergencies", complete tasks on time, and organize constant feedback among all members of the group and the tutor. The tutor's ability to track all the activities of each student and the group as a whole is one more benefit of using web-service Trello. As a result of the students' educational group project, they have developed the ability to work in a team.

show abstract

Does the use of summative peer assessment in collaborative group work inhibit good judgement?

Abstract: Does the use of summative peer assessment in collaborative group work inhibit good judgement? Higher Education, 77 (5). pp. 853-870.

Cited by 75 publications

References 33 publications

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

What Is the Educational Value of a Student‐Led Conference in Dental Education?

Experience in Evaluating the Educational Results Obtained by Students Carrying out an Educational Group Project

Contact Info

Product

Resources

About