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Title: Making a difference : using peers to assess individual students' contributions to a group project.
Authors: Cheng, W 
Warren, M 
Issue Date: Apr-2000
Source: Teaching in higher education, Apr. 2000, v. 5, no. 2, p. 243-255
Abstract: Overcoming the potential dilemma of awarding the same grade to a group of students for group work assignments, regardless of the contribution made by each group member, is a problem facing teachers who ask their students to work collaboratively together on assessed group tasks. In this paper, we report on the procedures to factor in the contributions of individual group members engaged in an integrated group project using peer assessment procedures. Our findings demonstrate that the method we used resulted in a substantially wider spread of marks being given to individual students. Almost every student was awarded a numerical score which was higher or lower than a simple group project mark would have been. When these numerical scores were converted into the final letter grades, approximately one third of the students received a grade for the group project that was different from the grade that they would have received if the same grade had been awarded to all group members. Based on these preliminary findings we conclude that peer assessment can be usefully and meaningfully employed to factor individual contributions into the grades awarded to students engaged in collaborative group work.
Keywords: Peer assessment
Group work
Assessment in higher education
Group project
Individual weighting factor
Final individual student mark
Final group project mark
Publisher: Carfax Publishing (Routledge)
Journal: Teaching in higher education 
ISSN: 1356-2517 (print)
1470-1294 (online)
DOI: 10.1080/135625100114885
Rights: © 2000 Taylor & Francis
This is an electronic version of an article published in W. Cheng and M. Warren (2000), Teaching in Higher Education, 5(2), 243-255. Teaching in Higher Education is available online at, and the article at:
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