Group Presentation # 3
Peer Assessment

 

 

Professor:    Christine Nikoden

 

Group # 3:    Melanie Besser

Sylvie Edwards

William Leung

 

Due date:      Tuesday, July 20, 2004


 

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PART 1:

 

a)     A one-page assessment tool that is well structured and presented in a logical sequence to comprehensively assess peer participation in a group setting (completion of a work project or course assignment)

 

b)     Instructions for completion and a means of rating – results totalled and/or graded.

 

On the next page, it will be our one-page peer assessment tool.

 


 

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PEER ASSESSMENT

 

You are asked to complete this form conscientiously.  Please think carefully before you award a mark.  We do not expect everyone to score highly in all categories – what we are looking for is a spread of marks that accurately reflects the actual performance. 

 

Please rate each member of your group as to:

 


1                                                                3                                                                5

(No Contribution)                Contribution sometimes                   (Full Contribution)

 

Your Name:

 

 

Group Members’ Names:

 

1.

 

 

2.

 

 

3.

 

 

4.

 

 

Group Member:

1

2

3

4

Self

1.  Attended in all group meetings.

 

 

 

 

 

2.  Shared responsibilities for assigned tasks.

 

 

 

 

 

3.  Provided constructive suggestions and feedback during group meetings.

 

 

 

 

 

4.  Encouraged/Motivated others group members to present their ideas.

 

 

 

 

 

5.  Contributed positively when problem arise.

 

 

 

 

 

6.  Criticized on the issues, not on people.

 

 

 

 

 

7.  Co-operated with other group members.

 

 

 

 

 

8.  Worked punctually and met deadline.

 

 

 

 

 

9.  Help with organizing the project.

 

 

 

 

 

10.  Helped keep the discussion on track.

 

 

 

 

 

Total possible score for each group member is 50.  Please enter their total score below.

 

G.M.1

G.M.2

G.M.3

G.M.4

Self

TOTAL:

/50

/50

/50

/50

/50


 

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PART 2:

 

Physically tests your decisions by having each group member use the group-designed form to assess the performance/participation of each other in your group and include this/these in your final submission.

 

On the following three pages, it will be our groups’ physically test of this one‑page peer assessment tool.

 


 

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PEER ASSESSMENT

 

You are asked to complete this form conscientiously.  Please think carefully before you award a mark.  We do not expect everyone to score highly in all categories – what we are looking for is a spread of marks that accurately reflects the actual performance. 

 

Please rate each member of your group as to:

 


1                                                                3                                                                5

(No Contribution)                Contribution sometimes                   (Full Contribution)

 

Your Name:

Melanie Besser

 

Group Members’ Names:

 

1.

Sylvie Edwards

 

2.

William Leung

 

3.

 

 

4.

 

 

Group Member:

1

2

3

4

Self

1.  Attended in all group meetings.

3

4

 

 

3

2.  Shared responsibilities for assigned tasks.

4

5

 

 

4

3.  Provided constructive suggestions and feedback during group meetings.

4

5

 

 

4

4.  Encouraged/Motivated others group members to present their ideas.

5

5

 

 

5

5.  Contributed positively when problem arise.

5

5

 

 

5

6.  Criticized on the issues, not on people.

5

5

 

 

5

7.  Co-operated with other group members.

4

5

 

 

4

8.  Worked punctually and met deadline.

4

4

 

 

4

9.  Help with organizing the project.

5

5

 

 

5

10.  Helped keep the discussion on track.

5

5

 

 

5

Total possible score for each group member is 50.  Please enter their total score below.

 

G.M.1

G.M.2

G.M.3

G.M.4

Self

TOTAL:

44/50

48/50

/50

/50

44/50


 

---

 

PEER ASSESSMENT

 

You are asked to complete this form conscientiously.  Please think carefully before you award a mark.  We do not expect everyone to score highly in all categories – what we are looking for is a spread of marks that accurately reflects the actual performance. 

 

Please rate each member of your group as to:

 


1                                                                3                                                                5

(No Contribution)                Contribution sometimes                   (Full Contribution)

 

Your Name:

Sylvie Edwards

 

Group Members’ Names:

 

1.

Melanie Besser

 

2.

William Leung

 

3.

 

 

4.

 

 

Group Member:

1

2

3

4

Self

1.  Attended in all group meetings.

3

5

 

 

4

2.  Shared responsibilities for assigned tasks.

4

5

 

 

5

3.  Provided constructive suggestions and feedback during group meetings.

4

5

 

 

5

4.  Encouraged/Motivated others group members to present their ideas.

5

5

 

 

5

5.  Contributed positively when problem arise.

5

5

 

 

5

6.  Criticized on the issues, not on people.

5

5

 

 

5

7.  Co-operated with other group members.

5

5

 

 

5

8.  Worked punctually and met deadline.

4

4

 

 

4

9.  Help with organizing the project.

4

5

 

 

5

10.  Helped keep the discussion on track.

5

5

 

 

5

Total possible score for each group member is 50.  Please enter their total score below.

 

G.M.1

G.M.2

G.M.3

G.M.4

Self

TOTAL:

44/50

49/50

/50

/50

48/50


 

---

 

PEER ASSESSMENT

 

You are asked to complete this form conscientiously.  Please think carefully before you award a mark.  We do not expect everyone to score highly in all categories – what we are looking for is a spread of marks that accurately reflects the actual performance. 

 

Please rate each member of your group as to:

 


1                                                                3                                                                5

(No Contribution)                Contribution sometimes                   (Full Contribution)

 

Your Name:

William Leung

 

Group Members’ Names:

 

1.

Melanie Besser

 

2.

Sylvie Edwards

 

3.

 

 

4.

 

 

Group Member:

1

2

3

4

Self

1.  Attended in all group meetings.

2

4

 

 

4

2.  Shared responsibilities for assigned tasks.

4

5

 

 

5

3.  Provided constructive suggestions and feedback during group meetings.

5

5

 

 

4

4.  Encouraged/Motivated others group members to present their ideas.

5

5

 

 

5

5.  Contributed positively when problem arise.

5

5

 

 

5

6.  Criticized on the issues, not on people.

5

5

 

 

5

7.  Co-operated with other group members.

5

5

 

 

5

8.  Worked punctually and met deadline.

4

4

 

 

5

9.  Help with organizing the project.

5

5

 

 

5

10.  Helped keep the discussion on track.

5

5

 

 

5

Total possible score for each group member is 50.  Please enter their total score below.

 

G.M.1

G.M.2

G.M.3

G.M.4

Self

TOTAL:

45/50

48/50

/50

/50

48/50


 

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PART 3:

 

Describe how the instructor will need to monitor this type of assessment.

 

Peer assessment needs to be introduced at the onset of the / a program (course).  The instructor in order to get compliant and results must declare the peer assessment as part of the process.  This would be the first point of monitoring. Once introduced, the instructor must give clear instructions and deadlines for the completion of the assessment.

 

Follow-up must be performed as well on the results of the assessment.  The instructor, if necessary, might need to discuss the overall results of each individual with them.  Care must be made not to publish or broadcast this type of information to the whole group but rather on an individual basis.  Special situations (contradictions in results, missing assessments, etc...) if they arise during this process will also need to be monitored and addresses.  The instructor needs to remain in control throughout the process to ensure success.

 

Furthermore, instructors need to be aware of the accuracy of the peer feedback. Some students may give a good report to try and keep everyone happy; other may be overly harsh in the feedback. The instructor should take the above into consideration.

 

Overall in order to implement a successful peer assessment system one should do the following:


 

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PART 4:

 

Discuss how this method is a suitable means of assessment for group work including the related concerns and experience required of the participants and instructor.  Plus, describe how the results will/could affect the participants.

 

The use of a peer assessment tool is a valuable means of assisting in the rating of group individuals in a setting where group work and assignments are performed. This is important in cases where the participants and their efforts are as important to the group mark as the output of the group (i.e. the assignment itself).

 

Peer assessment can be done at different stages during the group work or done at the completion of a specific assignment. Whatever the frequency used, peer assessment is fundamental in developing students’ critical judgment as well as it mirrors the real life assessments that they will face for their work within the workforce. The use of peer assessment also provides another means than tests, essays or labs in order for the students to gather marks, which can ease some fears in a lot of people. If administered properly, this process can be made fair as the contribution is distributed to a team or group rather than based on the views or opinions of one (teacher) who might not have the complete picture.

 

One important factor, for peer assessment to work well, is to have the assessing criteria prepared by the group itself. A template can be provided but the group prepares the questions for the establishment of the marks. This method also assists in giving more strength to the exercise and ensures that the right items are being evaluated. The students will learn from this experience and get a sense of ownership (us and not him/her) of the work as well as the assessment process itself. This type of assessment can sometimes support a better learning environment and a greater commitment from the group using it.

 

For peer assessment to be effective, it is imperative that clear, concise instructions be provided as well as training to ensure that everyone is able to assess, give and receive the information that will be gathered during the process. One should not introduce peer assessment within a course simply in the hopes of cutting their marking workload but rather to develop other skills and knowledge for the participants.

 

Peer assessment, although not solely used on mature students groups needs to be worked on and perfected as time progresses. Generally, students using peer assessment will need to develop skills around diplomacy, communication and assessment. The students will need to be able to not only provide appropriate feedback but to receive, evaluate and work on improving areas in themselves as well.

 

The effects of peer assessment can vary:

 

1.       When introduced properly and done well:

 

-         Will support students learning process

-         Will motivate

-         Will provide with a sense of control of the assessment process

-         Will provide an additional level of quality assurance to the work

-         Will introduce feedback as a means to create a better assignment

-         Will develop other “soft” skills that will be useful in life such as diplomacy, evaluation, communication, reflection …

-         Will not generate “power” struggles within the work group

-         Will provide sound, constructive and honest results

 

2.       When not introduced properly and not performed well:

 

-          Will de-motivate

-          Will set students against students within work groups

-          Will work against increasing the knowledge gained

-          Will add fear into the assessment process

-          Will negatively impact the working relationship of the participants

-          Will not provide the appropriate results as the participants are not confident in the process

 


 

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PART 5:

 

Support your work as fully as possible with references to resources utilized to complete this assignment.

 

The art of evaluation (our class book) Toolbox 11, Tara Fenwick and Jim Parsons

 

http://www.foundationcoalition.org/home/keycomponents/teams/peer_asses_eval.html

 

http://www.swap.ac.uk/learning/assessment2.asp

 

http://www.keele.ac.uk/depts/cs/Stephen_Bostock/docs/bostock_peer_assessment.htm

 

http://faculty.okwu.edu/ddj/peer.pdf

 

http://www.iml.uts.edu.au/assessment/students/peer.html