Who engaged in the team-based assessment? Leveraging EdTech for a self and intra-team peer-assessment solution to free-riding

Abstract

A STEM-based faculty in an Australian university leveraged online educational technology to help address student and academic concerns associated with team-based assessment. When engagement and contribution of all team members cannot be assured, team-based assessment can become an unfair and inaccurate measure of student competency. This case study explores the design and capacity of an online self and intra-team peer-assessment of teamwork strategy to measure student engagement and enable peers to hold each other accountable during team-based assessments. Analysis of student interactions across 39 subjects that implemented the strategy in 2020, revealed that an average of 94.4% of students completed the self and intra-team peer-assessment task when designed as part of a summative team-based assessment. The analysis also revealed that an average of 10.3% of students were held accountable by their peers, receiving feedback indicating their teamwork skills and behaviours were below the required minimum standard. Furthermore, the strategy was successfully implemented in cohorts ranging from seven to over 700 students, demonstrating scalability. Thus, this online self and intra-team peer-assessment strategy provided teaching teams with evidence of student engagement in a team-based assessment while also enabling students to hold each other accountable for contributing to the team task. Lastly, as the online strategy pairs with any discipline-specific team-based assessment, it provided the faculty with a method that could be used consistently across its schools to support management and engagement in team-based assessments.

A concept analysis of misconduct: Application to nursing education

“…Fadlalmola et al 20 explained plagiarism as unethical because of the lack of knowledge of the legal consequences of such actions and the lack of knowledge of referencing the data sources, which may lead to legal consequences. 20 Moreover, Gunning et al 21 conducted a case study to explore students’ engagement and willingness to report any peers’ misconduct behavior. The researchers found students’ dissatisfaction with the teaching setting, availability for cheating chances, and lack of academic support as the main antecedents of misconduct behaviors.…”

“…The researchers found students’ dissatisfaction with the teaching setting, availability for cheating chances, and lack of academic support as the main antecedents of misconduct behaviors. 21…”

“…The researchers found students' dissatisfaction with the teaching setting, availability for cheating chances, and lack of academic support as the main antecedents of misconduct behaviors. 21 Mutongoza and Olawale 12 defined cheating as "any action or attempt aimed at gaining an unfair advantage over other students by undermining the values of academic integrity" (p. 3). Mutongoza and Olawale 12 examined three South African universities' attempts to maintain academic integrity during the COVID-19 pandemic.…”

“…This literature revealed that the consequences of misconduct were penalties within academic institutions. 12,[15][16][17][18][19][20][21][22] Business. The business world views misconduct as a practice done throughout an entire organization or personal behavior.…”