Activity: Academic Talks or Presentations › Oral presentation › Research
Various forms of peer, collaborative or group activities, are increasingly used within university courses to assist students meet a variety of learning outcomes. Scoring methods/models for assessing such group activities by involving peer feedback/rating and deriving individual grades have been a contentious issue across higher education (Gibbs, 2009; Lejk and Wyvill, 2001). Problems include inconsistent marking processes, and potentially unfair scoring/grading methods. Our study reviewed group marking processes across several courses including software engineering, computing, business computing, web technology and security within one university and, also some of the prominent tools and methods used by other universities in the UK. We then implemented a web-based tool based on a novel scoring model (Vossen and Kennedy, 2017; Vossen and Ajit, 2018). We discuss preliminary results of evaluating this tool within a software engineering course/module containing over hundred students in one university.
Vossen, PH and Ajit, S (2018) Fuzzy scoring theory applied to team-peer assessment: additive
vs. multiplicative scoring models on the signed or unsigned unit interval. Advances in Intelligent Systems and Computing. ISSN 2194-5357, Springer.
Vossen, PH and Kennedy, I (2017) A fair group marking and student scoring scheme based upon separate product and process assessment responsibilities. Paper presented at Assessment in Higher Education, Manchester, UK.
Gibbs, G. (2009) The assessment of group work: Lessons from the literature. The Assessment Standards Knowledge Exchange, Centre for Excellence in Teaching and Learning in Higher Education, Oxford Brookes University.
Lucy Johnston and Lynden Miles (2004) Assessing contributions to group assignments, Assessment & Evaluation in Higher Education, 29:6, 751-768, DOI:
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), 551–569. Wiley Online Library.
Mark Lejk and Michael Wyvill (2001) Peer Assessment of Contributions to a Group Project: A comparison of holistic and category-based approaches, Assessment & Evaluation in Higher Education, 26:1, 61-72, DOI: 10.1080/02602930020022291.
Mark Lejk , Michael Wyvill & Stephen Farrow (1996) A Survey of Methods of Deriving Individual Grades from Group Assessments, Assessment & Evaluation in Higher Education, 21:3, 267-280, DOI: 10.1080/0260293960210306.
26 Jun 2019 → 27 Jun 2019
International Assessment in Higher Education Conference