This session will present the findings of an evaluation study of the educational impact and student perceptions of the use of an online system used to facilitate peer feedback on team work for a group project, and in particular examine its role in providing students with formative feedback.
Around 200 students on a first year undergraduate Business Skills module were divided into 50 teams for a group assignment that required them to submit a joint report. A free online system called TEAMMATES was used twice during the project to enable the students to provide their peers with formative feedback on their team work skills, the aim being to recognise good performance and identify areas where improvement was required.
TEAMMATES was used a third time after the teams had submitted their group reports, with each student rating the relative contribution to the work of their peers and themselves. These ratings were used to adjust individual marks to reflect each students’ contribution, and are thus part of the summative assessment process.
Data from TEAMMATES was analysed to see whether the formative feedback provided had an impact on individual student engagement or overall group performance. A further survey was used after the marks were released to gather student views on the value of the feedback received, issues around fairness and the value of the overall process. There were also a series of focus groups which explored these questions in more detail.
The session will compare student views on the value of peer feedback with the actual impact observed. It will also look at the summative feedback provided by the students, its influence on the marks awarded and whether the process and actual grades were perceived as fair.
Freeman, M. & McKenzie, J. (2002) SPARK, a confidential web-based template for self and peer assessment of student teamwork: benefits of evaluating across different subjects. British Journal of Educational Technology, 33, 5, pp. 551-569.
Honeychurch, S., Barr, N., Brown, C., & Hamer, J. (2013). Peer assessment assisted by technology. International Journal of e-Assessment, 3(1), p1-10.
POND, K., COATES, D. and PALERMO, O.A., 2007. Student experiences of peer review marking of team projects. International journal of management education, 6(2), pp. 30-43