Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/611
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dc.contributorDepartment of English-
dc.creatorCheng, W-
dc.creatorWarren, M-
dc.date.accessioned2014-12-11T08:29:05Z-
dc.date.available2014-12-11T08:29:05Z-
dc.identifier.issn1356-2517 (print)-
dc.identifier.issn1470-1294 (online)-
dc.identifier.urihttp://hdl.handle.net/10397/611-
dc.language.isoenen_US
dc.publisherCarfax Publishing (Routledge)en_US
dc.rights© 2000 Taylor & Francisen_US
dc.rightsThis 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 http://www.informaworld.com, and the article at: http://www.informaworld.com/openurl?genre=article&issn=1356-2517&volume=5&issue=2&spage=243.en_US
dc.subjectPeer assessmenten_US
dc.subjectGroup worken_US
dc.subjectAssessment in higher educationen_US
dc.subjectGroup projecten_US
dc.subjectIndividual weighting factoren_US
dc.subjectFinal individual student marken_US
dc.subjectFinal group project marken_US
dc.titleMaking a difference : using peers to assess individual students' contributions to a group project.en_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.spage243-
dc.identifier.epage255-
dc.identifier.volume5-
dc.identifier.issue2-
dc.identifier.doi10.1080/135625100114885-
dcterms.abstractOvercoming 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.-
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationTeaching in higher education, Apr. 2000, v. 5, no. 2, p. 243-255-
dcterms.isPartOfTeaching in higher education-
dcterms.issued2000-04-
dc.description.oaAccepted Manuscripten_US
dc.identifier.FolderNumberOA_IR/PIRAen_US
dc.description.pubStatusPublisheden_US
Appears in Collections:Journal/Magazine Article
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