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Group Allocation Based on Peer Feedback

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Title: Group Allocation Based on Peer Feedback
Language: English
Authors: Hanley, K. J. (ORCID 0000-0002-1184-9638)
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
FullText Text:
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  Data: Group Allocation Based on Peer Feedback
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  Data: <searchLink fieldCode="AR" term="%22Hanley%2C+K%2E+J%2E%22">Hanley, K. J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1184-9638">0000-0002-1184-9638</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Engineering+Education%22"><i>European Journal of Engineering Education</i></searchLink>. 2023 48(2):284-299.
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  Data: 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
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  Data: Y
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Activities%22">Group Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Structure%22">Group Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Edinburgh%29%22">United Kingdom (Edinburgh)</searchLink>
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  Data: 10.1080/03043797.2022.2106191
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  Data: 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.
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      Pagination:
        PageCount: 16
        StartPage: 284
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Group Activities
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Grades (Scholastic)
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      – SubjectFull: Group Structure
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Peer Evaluation
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      – SubjectFull: United Kingdom (Edinburgh)
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      – TitleFull: Group Allocation Based on Peer Feedback
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