Group work in Higher Education. A case study in Automotive Engineering; identifying the main criteria to assess group work.

Aikaterini Stamou; George Haritos

Group work in Higher Education. A case study in Automotive Engineering; identifying the main criteria to assess group work.

Aikaterini Stamou, George Haritos

Kingston University

Research output: Contribution to conference › Paper

Abstract

In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment-process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers.
We report the use of group work in undergraduate Automotive Engineering course.

Students worked in small groups on group Engineering Design projects that each group wrote up a report. Marks for the written assignment were moderated by a contribution index measure based on the self- and peer-assessment measures. Our analyses indicated that: (i) students took the group-work-process seriously; (ii) students showed a self-bias, rating their own contribution to the group task higher than that of other group-members; (iii) for a large majority of students the contribution index resulted in very little moderation of the ﬁnal assignment marks.

Original language	English
Number of pages	18
Publication status	Published - 2020

Bibliographical note

The assessment of student learning is a fundamental part of higher education. It is the means by which we measure academic standards and has a vital impact on so much of what is at the heart of HE – student behaviour, staff time, university reputations, league tables and, most important of all, the future success of students. That in mind, it is also a complex and multi-faceted area.
The main objectives of the study are i)assessing which of the peer assessment criteria can monitor dynamically progress of group peers as individuals and as team, ii) how frequent is the phenomenon of free-riders in teams and iii)relationships among peer assessment criteria. Within the objective iii) we can also investigate alternative criteria that could be used to monitor the progress of group-work among the teams across the years 2014-2015, 2015-2016, 2017-2018.

Keywords

HIGHER EDUCATION
Peer assessment
Automotive engineering
group projects

Cite this

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title = "Group work in Higher Education. A case study in Automotive Engineering; identifying the main criteria to assess group work.",

abstract = "In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment-process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers.We report the use of group work in undergraduate Automotive Engineering course. Students worked in small groups on group Engineering Design projects that each group wrote up a report. Marks for the written assignment were moderated by a contribution index measure based on the self- and peer-assessment measures. Our analyses indicated that: (i) students took the group-work-process seriously; (ii) students showed a self-bias, rating their own contribution to the group task higher than that of other group-members; (iii) for a large majority of students the contribution index resulted in very little moderation of the ﬁnal assignment marks. ",

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author = "Aikaterini Stamou and George Haritos",

note = "The assessment of student learning is a fundamental part of higher education. It is the means by which we measure academic standards and has a vital impact on so much of what is at the heart of HE – student behaviour, staff time, university reputations, league tables and, most important of all, the future success of students. That in mind, it is also a complex and multi-faceted area. The main objectives of the study are i)assessing which of the peer assessment criteria can monitor dynamically progress of group peers as individuals and as team, ii) how frequent is the phenomenon of free-riders in teams and iii)relationships among peer assessment criteria. Within the objective iii) we can also investigate alternative criteria that could be used to monitor the progress of group-work among the teams across the years 2014-2015, 2015-2016, 2017-2018. ",

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AU - Stamou, Aikaterini

AU - Haritos, George

N1 - The assessment of student learning is a fundamental part of higher education. It is the means by which we measure academic standards and has a vital impact on so much of what is at the heart of HE – student behaviour, staff time, university reputations, league tables and, most important of all, the future success of students. That in mind, it is also a complex and multi-faceted area. The main objectives of the study are i)assessing which of the peer assessment criteria can monitor dynamically progress of group peers as individuals and as team, ii) how frequent is the phenomenon of free-riders in teams and iii)relationships among peer assessment criteria. Within the objective iii) we can also investigate alternative criteria that could be used to monitor the progress of group-work among the teams across the years 2014-2015, 2015-2016, 2017-2018.

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N2 - In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment-process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers.We report the use of group work in undergraduate Automotive Engineering course. Students worked in small groups on group Engineering Design projects that each group wrote up a report. Marks for the written assignment were moderated by a contribution index measure based on the self- and peer-assessment measures. Our analyses indicated that: (i) students took the group-work-process seriously; (ii) students showed a self-bias, rating their own contribution to the group task higher than that of other group-members; (iii) for a large majority of students the contribution index resulted in very little moderation of the ﬁnal assignment marks.

AB - In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment-process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers.We report the use of group work in undergraduate Automotive Engineering course. Students worked in small groups on group Engineering Design projects that each group wrote up a report. Marks for the written assignment were moderated by a contribution index measure based on the self- and peer-assessment measures. Our analyses indicated that: (i) students took the group-work-process seriously; (ii) students showed a self-bias, rating their own contribution to the group task higher than that of other group-members; (iii) for a large majority of students the contribution index resulted in very little moderation of the ﬁnal assignment marks.

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KW - group projects

M3 - Paper

ER -

Group work in Higher Education. A case study in Automotive Engineering; identifying the main criteria to assess group work.

Abstract

Bibliographical note

Keywords

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