Group Allocation Based on Peer Feedback
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| Title: | Group Allocation Based on Peer Feedback |
|---|---|
| Language: | English |
| Authors: | Hanley, K. J. (ORCID |
| Source: | European Journal of Engineering Education. 2023 48(2):284-299. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Engineering Education, Group Activities, Feedback (Response), Grades (Scholastic), Group Structure, Foreign Countries, Peer Evaluation |
| Geographic Terms: | United Kingdom (Edinburgh) |
| DOI: | 10.1080/03043797.2022.2106191 |
| ISSN: | 0304-3797 1469-5898 |
| Abstract: | The extraction of individual marks from a group submission is one approach to address the problem of students who don't contribute adequately to group work. This is a highly active research area. An alternative is proposed in this paper: alter the method by which groups are allocated for assessed coursework in tertiary education. The proposed two-step method involves: (1) soliciting feedback from the students on the effort invested by their classmates in preliminary assignments; and (2) using these data to allocate groups for a subsequent larger assignment. Students who invest a lot of effort in the preliminary assignments are grouped with similarly motivated students, reducing their dissatisfaction, while students who formerly acted as 'freeloaders' are now obliged to engage with the larger assignment and thereby achieve the desired learning outcomes. This paper describes a trial of this group allocation approach for an undergraduate engineering design course of 111 students. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1387956 |
| Database: | ERIC |
| Abstract: | The extraction of individual marks from a group submission is one approach to address the problem of students who don't contribute adequately to group work. This is a highly active research area. An alternative is proposed in this paper: alter the method by which groups are allocated for assessed coursework in tertiary education. The proposed two-step method involves: (1) soliciting feedback from the students on the effort invested by their classmates in preliminary assignments; and (2) using these data to allocate groups for a subsequent larger assignment. Students who invest a lot of effort in the preliminary assignments are grouped with similarly motivated students, reducing their dissatisfaction, while students who formerly acted as 'freeloaders' are now obliged to engage with the larger assignment and thereby achieve the desired learning outcomes. This paper describes a trial of this group allocation approach for an undergraduate engineering design course of 111 students. |
|---|---|
| ISSN: | 0304-3797 1469-5898 |
| DOI: | 10.1080/03043797.2022.2106191 |
