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

journal contribution
posted on 2011-08-17, 00:00 authored by Richard TuckerRichard Tucker
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.

History

Journal

Assessment and evaluation in higher education

Volume

38

Issue

1

Pagination

74 - 84

Publisher

Routledge

Location

Abingdon, U. K.

ISSN

0260-2938

eISSN

1469-297X

Language

eng

Notes

Published online 17th August 2011 as an iFirst article

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2011, Taylor & Francis