The architecture of peer assessment : do academically successful design students make good team mates in design assignments?

Tucker, Richard 2011, The architecture of peer assessment : do academically successful design students make good team mates in design assignments?, Assessment and evaluation in higher education, vol. 38, no. 1, pp. 74-84.

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Title The architecture of peer assessment : do academically successful design students make good team mates in design assignments?
Author(s) Tucker, Richard
Journal name Assessment and evaluation in higher education
Volume number 38
Issue number 1
Start page 74
End page 84
Total pages 11
Publisher Routledge
Place of publication Abingdon, U. K.
Publication date 2011-08-17
ISSN 0260-2938
1469-297X
Keyword(s) self-and-peer-assessment
tutor assessment
teamwork
design assessment
Summary This paper considers the relationship between architecture and construction management students’ overall academic abilities (as measured by Weighted Average Marks [WAMs]), their peer ratings for contributions to team design assignments (as measured by an online Self-and-Peer-Assessment [SAPA] tool), and their specific abilities as building designers (as measured by grades in individual design assignments). The research was conducted to determine whether a student’s prior academic achievements might indicate how well they will work in teams. The research demonstrates a statistically significant relationship between WAMs and SAPA ratings indicating that academically successful students more often than not make good teammates. However, the study also highlights that when peers are assessing contributions to teamwork they are assessing skills and qualities in their teammates other than overall academic ability or the ability to design well. Whilst this study is largely located within the field of design, the findings are relevant to any group work where teachers aim to design assessment that unravels group and individual contribution.
Notes Published online 17th August 2011 as an iFirst article
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2011, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30040580

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