Abstract
Focus: Peer evaluation (PE) process and students’ satisfaction in higher education (HE)
Context: Among various types of assessments, group assessment has been a challenging task to manage for academics in HE (Obiosa, 2020).
However, some students are taken by surprise by the grades and feedback they received through PE especially when conducted at the completion of the assessment. This can be particularly challenging when students identified as ‘underperformers’ by their peers are dissatisfied with the outcome (Zedda, 2017). This lack of satisfaction with PE systems and the nature of group dynamics can override the purpose of group assessments and cloud the value of the overall learning experience.
Description: To overcome the problem of PE occurring at the completion of an assessment, I have created a formative evaluation system that encourages group members to monitor each other’s progress and provide feedback at multiple stages of the assessment process. Via early (and on-going) intervention, it is designed to enable open communication between participants to encourage a realistic awareness of their contribution and influence on the group dynamic.
Intended outcome and contribution to practice: The purpose of this initiative is to create a PE framework that allows group members to engage collaboratively in a progressive manner to evolve their contribution to the process, so their interaction becomes more meaningful.
Engagement: To engage the audience, I will share the current PE tools developed for this initiative and ask for feedback on their application and use in group assessment settings. I will also provide anecdotal evidence of student interaction and seek guidance for advancing the project to the next stage to ensure it follows a scholarship-informed progression. Given the initiative is still in the developmental stage, I anticipate engaging the audience in lively discussion on the merits and/or challenges of this approach.
Context: Among various types of assessments, group assessment has been a challenging task to manage for academics in HE (Obiosa, 2020).
However, some students are taken by surprise by the grades and feedback they received through PE especially when conducted at the completion of the assessment. This can be particularly challenging when students identified as ‘underperformers’ by their peers are dissatisfied with the outcome (Zedda, 2017). This lack of satisfaction with PE systems and the nature of group dynamics can override the purpose of group assessments and cloud the value of the overall learning experience.
Description: To overcome the problem of PE occurring at the completion of an assessment, I have created a formative evaluation system that encourages group members to monitor each other’s progress and provide feedback at multiple stages of the assessment process. Via early (and on-going) intervention, it is designed to enable open communication between participants to encourage a realistic awareness of their contribution and influence on the group dynamic.
Intended outcome and contribution to practice: The purpose of this initiative is to create a PE framework that allows group members to engage collaboratively in a progressive manner to evolve their contribution to the process, so their interaction becomes more meaningful.
Engagement: To engage the audience, I will share the current PE tools developed for this initiative and ask for feedback on their application and use in group assessment settings. I will also provide anecdotal evidence of student interaction and seek guidance for advancing the project to the next stage to ensure it follows a scholarship-informed progression. Given the initiative is still in the developmental stage, I anticipate engaging the audience in lively discussion on the merits and/or challenges of this approach.
| Original language | English |
|---|---|
| Title of host publication | On-Site Oral Abstract Book: HERDSA Annual Conference, 8-11 July 2024, Adelaide Convention Centre, Adelaide, Australia |
| Place of Publication | Hammondville, N.S.W. |
| Publisher | Higher Education Research and Development Society of Australasia |
| Pages | 96-96 |
| Number of pages | 1 |
| Publication status | Published - 2024 |
| Event | Higher Education Research and Development Society of Australasia. Conference - Adelaide Convention Centre, Adelaide, Australia Duration: 8 Jul 2024 → 11 Jul 2024 |
Conference
| Conference | Higher Education Research and Development Society of Australasia. Conference |
|---|---|
| Country/Territory | Australia |
| City | Adelaide |
| Period | 8/07/24 → 11/07/24 |
