Peer Assessment of Contributions to a Group Project
Student attitudes to holistic and category-based approaches
Bibliographic Data
| ID | 19378751 |
|---|---|
| Authors | Mark Lejk, Michael Wyvill |
| Year | 2002 |
| Volume | 27 |
| Issue | 6 |
| Pages | 569-577 |
| Publication date | 2002-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0260293022000020327 |
| OpenAlex | W2072584216 |
| Language | EN |
| Citations received | 9 |
| References cited | 4 |
This article complements two previous papers which presented quantitative data about methods of peer assessment within a group project. The previous quantitative papers indicated that holistic peer assessment supports the purposes of summative group assessment better than category-based peer assessment. The qualitative findings presented here support this notion. Student attitudes towards the two methods of peer assessment were more supportive of the holistic approach than the category-based approach. This article raises the question as to whether the method of peer assessment has some influence on the extent to which students work cooperatively in a group setting
Formative assessment · Group work · Higher education · Mathematics education · Medical education · Pedagogy · Peer Assessment · Peer evaluation · Peer feedback · Peer group · Qualitative property · Qualitative research · Sociology · Summative assessment · Computer Science · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback
Inspiring a Self-Reliant Learning Culture while Brewing the Next Silicon Valley in North Wales
Implementing multiple assessment modes in an interdisciplinary environmental education course
Assessing the reliability of self‐ and peer rating in student group work
The analysis of the impact of individual weighting factor on individual scores
How often do students working in two‐person teams report that work was shared equitably
Peer assessment accounting for student agreement
The architecture of peer assessment
Peer and self‐assessment in the first year of university
Deriving individual student marks from a tutor’s assessment of group work
| Unique citing works | 9 |
|---|---|
| Citations per year | 0.43 |
| Citation span | 2005 - 2020 (16) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 9 |