Examining Student Preferences of Group Work Evaluation Approaches: Evidence From Business Management Undergraduate Students

Wagar, Terry H.; Carroll, Wendy R.

doi:10.1080/08832323.2011.628345

Cited by 9 publications

(5 citation statements)

References 21 publications

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“…Although anonymity in peer grading limits students by not having interactive feedback (Rotsaert et al, 2017), it does foster a safe and more objective setting. A study by Wagar and Carroll (2012) found students prefer anonymous evaluations and find them the most fair. Furthermore, a study by Wetsch (2009) found students were motivated to do their best when they knew their work would be evaluated by peers, even when the assessment was conducted anonymously.…”

Section: Anonymitymentioning

confidence: 99%

Using cross-course peer grading with content expertise, anonymity, and perceived justice

Schee

Stovall

Andrews

2022

Active Learning in Higher Education

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Online instruction has helped colleges and universities to adjust to budget constraints, limited resources, and student preferences. One way for instructors to adapt to these new expectations is to gain efficiency in larger classes by using team-based assignments and peer grading. Although online peer grading has been used for some time, concerns with this approach include interpersonal pressures, competency, and fairness. These challenges may be overcome with cross-course peer grading. The purpose of the study was to assess the perceived effectiveness and perceived justice of having senior student teams in a capstone course anonymously grade written assignments submitted by novice student teams in an introductory course in the same discipline. The study took place using two sections of an online introductory course ( n = 159) and two sections of an online capstone course ( n = 75) at the same university using a case analysis assignment. No significant differences were found in instructor and peer-assigned grades. The results of this study show that senior students benefited by increasing their assessment confidence. Students who had their submissions graded experienced distributive and procedural justice. Therefore, instructors can more confidently utilize cross-course peer grading knowing there are educational benefits for both those doing the grading and those whose work is graded.

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Section: Anonymitymentioning

confidence: 99%

Using cross-course peer grading with content expertise, anonymity, and perceived justice

Schee

Stovall

Andrews

2022

Active Learning in Higher Education

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“…As Gammie and Matson (2007) state, group work in business education provides an opportunity so that students can employ their management skills such as leadership and teamwork, develop critical thinking (Aggarwal & O'Brien, 2008), and communication skills with students from different cultures (Wagar & Carroll, 2012). In this case, the group is the learning unit (Suthers, 2006), and can be viewed as a learning unit made up of interdependent learners (Dillenbourg, Baker, Blaye, & O'Malley, 1996).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Therefore, each student receives an individual score from their group project work, but the scores hinge around their group scores. As the survey research of Wagar and Carroll (2012) indicates, students do not advocate the same grade for all group members, regardless of effort. One of their major concerns is the uneven distribution of the workload among group members during the group work process.…”

Section: Data Collectionmentioning

confidence: 99%

“…In business education, group work is a key component of curriculum, aiming at improving students' collaborative skills as well as their application of theoretical knowledge (Aggarwal & O'Brien, 2008;Forrester & Tashchian, 2006;Gueldenzoph & May, 2002;Topping, 2005;Wagar & Carroll, 2012). Working together for a business project exposes students to real-world working situations and novel problems.…”

Section: Introductionmentioning

confidence: 99%

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International Group Heterogeneity and Students’ Business Project Achievement

Ding

Bosker

et al. 2015

Journal of Teaching in International Business

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In business higher education, group project work plays an essential role. The purpose of the present study is to explore the relationship between the group heterogeneity of students' business project groups and their academic achievements at both group and individual levels. The sample consists of 536 freshmen from an International Business School in a Dutch University. The research has revealed that students' academic performances are positively correlated with their achievement in group projects at both individual and group levels. However, the group ethnic heterogeneity is negatively related with students' project scores. The findings may enable education practitioners to gain more insights into students' project work and manage students' group work more effectively.

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“…Dubas and Strong, 1993; Zufryden, 1983), possibly due to the increasing popularity of customer-focused education where students are consumers with their own specific needs and wants (Dubas and Mummalaneni, 1997). For example, Wagar and Carroll (2012) and van den Herik and Benning (2021) investigated students’ preferences for respectively group work evaluation approaches and methods to detect and handle free-riding. However, despite the aforementioned literature, there is no clear-cut answer to the question yet—at least not as far as we know—which group project characteristics that help to reduce free-riding students prefer most.…”

Section: Introductionmentioning

confidence: 99%

Reducing free-riding in group projects in line with students’ preferences: Does it matter if there is more at stake?

Benning

2022

Active Learning in Higher Education

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Reducing free-riding is an important challenge for educators who use group projects. In this study, we measure students’ preferences for group project characteristics and investigate if characteristics that better help to reduce free-riding become more important for students when stakes increase. We used a discrete choice experiment based on 12 choice tasks in which students chose between two group projects that differed on five characteristics of which each level had its own effect on free-riding. A different group project grade weight was presented before each choice task to manipulate how much there was at stake for students in the group project. Data of 257 student respondents were used in the analysis. Based on random parameter logit model estimates we find that students prefer (in order of importance) assignment based on schedule availability and motivation or self-selection (instead of random assignment), the use of one or two peer process evaluations (instead of zero), a small team size of three or two students (instead of four), a common grade (instead of a divided grade), and a discussion with the course coordinator without a sanction as a method to handle free-riding (instead of member expulsion). Furthermore, we find that the characteristic team formation approach becomes even more important (especially self-selection) when student stakes increase. Educators can use our findings to design group projects that better help to reduce free-riding by (1) avoiding random assignment as team formation approach, (2) using (one or two) peer process evaluations, and (3) creating small(er) teams.

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Examining Student Preferences of Group Work Evaluation Approaches: Evidence From Business Management Undergraduate Students

Cited by 9 publications

References 21 publications

Using cross-course peer grading with content expertise, anonymity, and perceived justice

Using cross-course peer grading with content expertise, anonymity, and perceived justice

International Group Heterogeneity and Students’ Business Project Achievement

Reducing free-riding in group projects in line with students’ preferences: Does it matter if there is more at stake?

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