scholarly journals SELF- AND PEER-ASSESSMENT TO ENHANCE STUDENT ENGAGEMENT IN UNDERGRADUATE GROUP PROJECTS

2021 ◽  
Author(s):  
Dermot Kerr ◽  
◽  
Sonya Coleman
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Science Learning ◽  
Peer Assessment ◽  
Individual Performance ◽  
Assessment Process ◽  
Group Projects ◽  
Computing Industry ◽  
Individual Contributions ◽  
The Impact

Group projects are an important part of undergraduate computer science learning because of their role in developing working skills which are vital for professionals in the computing industry. While group projects offer many potential learning benefits there is no guarantee that the development of working skills will be achieved. In fact, group projects introduce their own stresses and strains for students due to the need to share the workload as fairly as possible, in how individual contributions are measured and recognised, the effect this has on individual performance, and ultimately how this contributes to the student’s success in the course. Group projects which are not designed, supervised and assessed in a way that promotes meaningful teamwork and collaboration can lead to failure. In this paper we demonstrate practical use of the WebPA system to allow students to perform self- and peer-assessment to effectively measure individual contributions within group projects. The impact of the tools in supporting and measuring performance is validated through quantitative student feedback where we demonstrate significant student engagement in the assessment process and student satisfaction in mark allocation.

scholarly journals Inquiry-based learning to improve student engagement in a large first year topic

2015 ◽  
Vol 6 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Masha Smallhorn ◽  
Jeanne Young ◽  
Narelle Hunter ◽  
Karen Burke da Silva
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Before And After ◽  
Multiple Choice Exam ◽  
The Impact

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

scholarly journals Pursue today and assess tomorrow - how students’ subjective perceptions influence their preference for self- and peer assessments

2020 ◽  
Author(s):  
Meskuere Capan Melser ◽  
Stefan Lettner ◽  
Andjela Bäwert ◽  
Claudia Puttinger ◽  
Anita Holzinger
Keyword(s):  
Peer Assessment ◽  
Assessment Process ◽  
Undergraduate Medical Students ◽  
Self Assessment ◽  
Negative Attitudes ◽  
Subjective Perceptions ◽  
Passive Learning ◽  
Positive Attitudes ◽  
The Impact

Abstract Background Alternative assessments engage students in the assessment process to improve both short- and long-term outcomes by developing their judgments and responsibility about their own learning, and that of their peers. In this study, we investigated students’ perception towards self- and peer-assessment, their objectivity and impact on students’ learning. Methods The study was conducted at the Medical University of Vienna. Attitudes of second year undergraduate medical students towards self- and peer-assessment, and their objectivity, appropriateness, and the impact of these assessments on students’ learning activities, was inquired using a self-developed questionnaire. Results 423 students participated in this study. Self-assessment was found more appropriate method to assess students’ knowledge. Most of students agreed that peer-assessment is not objective (M= -0.07). Majority of students evaluated that peer assessment has no or little impact on their active and passive learning (M= -0.23, -0.35), on the other hand self-assessment was reported as a helpful tool for gaining long-term knowledge (M= 0.13) and following the content of courses (M= 0.16). Conclusion Based on our results, students’ perspective on peer assessment were negative, on the whole, students had positive attitudes towards self-assessment and negative attitudes towards peer-assessment. This study also determined that self-assessment leads to the promotion of students’ learning.

scholarly journals Pursue today and assess tomorrow - how students’ subjective perceptions influence their preference for self- and peer assessments

2020 ◽  
Author(s):  
Meskuere Capan Melser ◽  
Stefan Lettner ◽  
Andjela Bäwert ◽  
Claudia Puttinger ◽  
Anita Holzinger
Keyword(s):  
Peer Assessment ◽  
Assessment Process ◽  
Undergraduate Medical Students ◽  
Self Assessment ◽  
Negative Attitudes ◽  
Subjective Perceptions ◽  
Passive Learning ◽  
Positive Attitudes ◽  
The Impact

Abstract Background: Alternative assessments engage students in the assessment process to improve both short- and long-term outcomes by developing their judgments and responsibility about their own learning, and that of their peers. In this study, we investigated students’ perception towards self- and peer-assessment, their objectivity and impact on students’ learning. Methods: The study was conducted at the Medical University of Vienna. Attitudes of second year undergraduate medical students towards self- and peer-assessment, and their objectivity, appropriateness, and the impact of these assessments on students’ learning activities, was inquired using a self-developed questionnaire. Results: 423 students participated in this study. Self-assessment was found more appropriate method to assess students’ knowledge. Most of students agreed that peer-assessment is not objective (M= -0.07). Majority of students evaluated that peer assessment has no or little impact on their active and passive learning (M= -0.23, -0.35), on the other hand self-assessment was reported as a helpful tool for gaining long-term knowledge (M= 0.13) and following the content of courses (M= 0.16). Conclusion: Based on our results, students’ perspective on peer assessment were negative, on the whole, students had positive attitudes towards self-assessment and negative attitudes towards peer-assessment. This study also determined that self-assessment leads to the promotion of students’ learning.

scholarly journals Supporting peer assessment of individual contributions in groupwork

2007 ◽  
Vol 23 (1) ◽  
Author(s):  
Richard Raban ◽  
Andrew Litchfield
Keyword(s):  
Student Evaluation ◽  
Peer Assessment ◽  
Development Project ◽  
Online Tool ◽  
Support Tool ◽  
Support Strategies ◽  
Individual Contributions ◽  
Evaluation Feedback ◽  
The Impact ◽  
Substantial Change

<span>The ability to assess the work of others is a core attribute for most professionals. To develop this graduate attribute in our students requires the learning of self and peer evaluation, feedback, and review skills. This paper discusses the changing design of peer assessment and the impact of a new groupwork support tool within a capstone undergraduate subject with large student numbers - Systems Development Project - in the Faculty of Information Technology at UTS. Since 1998 by implementing different support strategies for peer assessment of individual contributions the distribution of the students marks has markedly widened, and now more reflect the reality of differing team member contributions. This substantial change has occurred with the use of an online tool which supports the development of student evaluation, feedback and review skills when peer assessing individual contributions to large group projects. In use since 2004 the groupwork support tool is called Team Contribution Tracking (TeCTra).</span>

The Impact of Specially Designed Digital Games-Based Learning in Undergraduate Pathology and Medical Education

2011 ◽  
Vol 135 (1) ◽  
pp. 135-142 ◽  
Author(s):  
Rani Kanthan ◽  
Jenna-Lynn Senger
Keyword(s):  
Medical Education ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Digital Games ◽  
Satisfaction Survey ◽  
Control Group ◽  
First Year ◽  
Final Examination ◽  
Second Year ◽  
The Impact

Abstract Context—The rapid advances of computer technologies have created a new e-learner generation of “Homo-zappien” students that think and learn differently. Digital gaming is an effective, fun, active, and encouraging way of learning, providing immediate feedback and measurable process. Within the context of ongoing reforms in medical education, specially designed digital games, a form of active learning, are effective, complementary e-teaching/learning resources. Objective—To examine the effectiveness of the use of specially designed digital games for student satisfaction and for measurable academic improvement. Design—One hundred fourteen students registered in first-year pathology Medicine 102 had 8 of 16 lecture sessions reviewed in specially designed content-relevant digital games. Performance scores to relevant content sessions were analyzed at midterm and final examinations. Seventy-one students who registered in second-year pathology Medicine 202 were exposed to the games only during the final examination, with the midterm examination serving as an internal matched-control group. Outcome measures included performance at midterm and final examinations. Paired 2-tailed t test statistics compared means. A satisfaction survey questionnaire of yes or no responses analyzed student engagement and their perceptions to digital game-based learning. Results—Questions relevant to the game-play sessions had the highest success rate in both examinations among 114 first-year students. In the 71 second-year students, the examination scores at the end of the final examination were significantly higher than the scores on the midterm examination. Positive satisfaction survey noted increased student engagement, enhanced personal learning, and reduced student stress. Conclusions—Specially constructed digital games-based learning in undergraduate pathology courses showed improved academic performance as measured by examination test scores with increased student satisfaction and engagement.

scholarly journals Engaging with assessment: Increasing student engagement through continuous assessment

2017 ◽  
Vol 19 (1) ◽  
pp. 23-34 ◽  
Author(s):  
Naomi Holmes
Keyword(s):  
Student Engagement ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Curriculum Design ◽  
Student Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Continuous Assessment ◽  
The Impact

Student engagement is intrinsically linked to two important metrics in learning: student satisfaction and the quality of the student experience. One of the ways that engagement can be influenced is through careful curriculum design. Using the knowledge that many students are ‘assessment-driven’, a low-stakes continuous weekly summative e-assessment was introduced to a module. The impact this had on student engagement was measured by studying student activity within the module virtual learning environment. It was found that introduction of the e-assessments led to a significant increase in virtual learning environment activity compared to the virtual learning environment activity in that module the previous year, and also compared to the virtual learning environment activity of two other modules studied by the same student cohort. As many institutions move towards greater blended or online deliveries, it will become more important to ensure that virtual learning environments encourage high levels of student engagement in order to maintain or enhance the student experience.

scholarly journals Pursue today and assess tomorrow - how students’ subjective perceptions influence their preference for self- and peer assessments

2020 ◽  
Author(s):  
Meskuere Capan Melser ◽  
Stefan Lettner ◽  
Andjela Bäwert ◽  
Claudia Puttinger ◽  
Anita Holzinger
Keyword(s):  
Peer Assessment ◽  
Assessment Process ◽  
Undergraduate Medical Students ◽  
Self Assessment ◽  
Negative Attitudes ◽  
Subjective Perceptions ◽  
Passive Learning ◽  
Positive Attitudes ◽  
The Impact

Abstract Background: Alternative assessments engage students in the assessment process to improve both short- and long-term outcomes by developing their judgments and responsibility about their own learning, and that of their peers. In this study, we investigated students’ perception towards self- and peer-assessment, their objectivity and impact on students’ learning. Methods: The study was conducted at the Medical University of Vienna. Attitudes of second year undergraduate medical students towards self- and peer-assessment, and their objectivity, appropriateness, and the impact of these assessments on students’ learning activities, was inquired using a self-developed questionnaire. Results: 423 students participated in this study. Self-assessment was found more appropriate method to assess students’ knowledge. Most of students agreed that peer-assessment is not objective (M= -0.07). Majority of students evaluated that peer assessment has no or little impact on their active and passive learning (M= -0.23, -0.35), on the other hand self-assessment was reported as a helpful tool for gaining long-term knowledge (M= 0.13) and following the content of courses (M= 0.16). Conclusion: Based on our results, students’ perspective on peer assessment were negative, on the whole, students had positive attitudes towards self-assessment and negative attitudes towards peer-assessment. This study also determined that self-assessment leads to the promotion of students’ learning.

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