An extended approach to adjust inconsistent minority peer- and self-assessment scores of teamwork using assessor’s reliability

Nepal, Kali Prasad 2016, An extended approach to adjust inconsistent minority peer- and self-assessment scores of teamwork using assessor’s reliability, in AAEE 2016 : The Changing role of the engineering educator for developing the future engineer : Proceedings of the 27th Australasian Association for Engineering Education Conference, Australasian Association for Engineering Education, Canberra, A.C.T., pp. 1-7.


Title An extended approach to adjust inconsistent minority peer- and self-assessment scores of teamwork using assessor’s reliability
Author(s) Nepal, Kali PrasadORCID iD for Nepal, Kali Prasad orcid.org/0000-0001-7497-1983
Conference name Australasian Association for Engineering Education. Conference (27th : 2016 : Coffs Harbour, New South Wales)
Conference location Coffs Harbour, New South Wales
Conference dates 4-7 Dec. 2016
Title of proceedings AAEE 2016 : The Changing role of the engineering educator for developing the future engineer : Proceedings of the 27th Australasian Association for Engineering Education Conference
Publication date 2016
Start page 1
End page 7
Total pages 7
Publisher Australasian Association for Engineering Education
Place of publication Canberra, A.C.T.
Keyword(s) self- and peer assessments
assessor's reliability
teamwork
Summary Teamwork is generally assessed either solely by academic staff or by both academic staff andstudents themselves confidentially as well as collaboratively. Peer- and self-assessments have beenused primarily to assess teamwork process and teacher assessment to assess teamwork product.Peer- and self-assessments are useful to elicit team members’ contribution towards teamwork and toconvert team mark into individual marks, provided the scores are reliable (the extent to which thescores are consistent). However, not all peer- and self-assessment scores are reliable. Anecdotal andliterature evidence suggest that there are several cases of inconsistencies in these scores. Individualcontribution scores given by teammates to an assessee (including himself/herself) can sometimesvary significantly due to both intentional and unintentional reasons. Simply using total individual ratingscores without considering an assessor’s reliability to estimate individual contribution factors cansometime results unfair grades and becomes hindrance to learning through teamwork.PURPOSEThis study proposes an extended approach to adjust inconsistent and/or distorted minority peer andself-assessment scores of teamwork using standard normal probability concept.APPROACHIn order to adjust inconsistent and/or distorted minority peer-and self-assessment scores of teamwork,an extended approach has been proposed. The approach uses the reliability of assessor’s scores ofan assessee using standard normal probability curve. The evaluation of the extended approach isconducted by comparing with the existing approaches using two case examples of peer- and selfassessmentof teamwork where minority team members’ scores are inconsistent.RESULTSThe evaluation of the extended approach shows that the proposed method is superior to the availableapproaches in order to adjust inconsistent peer- and self-assessment scores for special cases wherescores of minority team members are inconsistent. The extended approach helps both to automaticallydetect such scoring anomalies and to adjust the scores so that the fairer contributions to the teamworkwould be obtained and utilised.CONCLUSIONSThe extended approach is useful in that it helps both to automatically detect scoring anomalies and todevise the methods to adjust them. However, the approach does not address the issue of scoringinconsistencies by majority of team members as it uses average score as a basis for identifyinginconsistencies. Moreover, the approach needs to be implemented in the real teamwork environmentin order to identify the impacts of these scoring adjustments in teamwork process and teamworkproduct.
ISBN 9780994152039
Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2016, The Author
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30090300

Document type: Conference Paper
Collection: School of Engineering
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