Peer Assessment in Group Projects: An Input Oriented Process
Byron Havard, Jianxia Du, George Pate, Mississippi State University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The free-rider problem, also know as social loafing, where one or more members of a group do not complete their share of work for a group project, is the focus of many complaints voiced by students regarding unsatisfactory group work experiences. Participants in this study consisted of students enrolled in two sections of a graduate level data communications course. Data collection methods consisted of a pre- and post-course survey, group member evaluation forms, and presentation review forms. Findings suggest: (a) the majority of students disliked group work, (b) the use of an individual peer grade for a group project increased students preference for working in groups, (c) group leaders dislike group work more than those that did not consider themselves leaders, (d) group leaders completed more work for group projects, and (e) individuals that were rated low in contributing sufficiently to a group project in turn rated all group members as contributing equally.
Havard, B., Du, J. & Pate, G. (2005). Peer Assessment in Group Projects: An Input Oriented Process. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 101-104). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).