Individualising students' scores using blind and holistic peer assessment

dc.creator	Mark Russell
dc.creator	George Haritos
dc.creator	Alan Combes
dc.date	2006-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:31:10Z
dc.date.available	2015-08-12T11:31:10Z
dc.identifier	1750-0044
dc.identifier	1750-0052
dc.identifier	https://doaj.org/article/81cafbcb440d4b1796948d9f35b4ecb8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/31053
dc.description	Group work has the potential to be both educationally effective and resource efficient. It provides opportunities to set more integrative assessment tasks whilst also providing opportunities for the students to learn more than they would by simply responding to the coursework briefing sheet. Issues arise, however, with the necessity to individualise the group score. Teaching teams, having constructed authentic assessments for learning, now have to turn their attention to the assessment of learning on a student-bystudent basis. This article presents some of the possible approaches to undertaking this individualisation exercise and includes information on ‘how’ (open versus blind) as well as ‘what’ (category-based versus holistic) data can be used to create an individualisation framework. The application of a ‘blind and holistic’ process is reported, as are examples of the students’ responses. Worryingly, in many instances the groups’ cohesion appeared to diverge towards the end of the project and yet the students still believed that many of them were working at a degree classification of 2.i or above.
dc.language	English
dc.publisher	The Higher Education Academy Engineering Subject Centre
dc.relation	http://www.engsc.ac.uk/downloads/scholarart/eejournal/2006/1-1/EE1-1-pp50-60-Russell.pdf
dc.relation	https://doaj.org/toc/1750-0044
dc.relation	https://doaj.org/toc/1750-0052
dc.rights	CC BY-NC-ND
dc.source	Engineering Education, Vol 1, Iss 1, Pp 50-60 (2006)
dc.subject	automotive engineering
dc.subject	group work
dc.subject	peer assessment
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	DOAJ:General and Civil Engineering
dc.subject	DOAJ:Technology and Engineering
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	DOAJ:General and Civil Engineering
dc.subject	DOAJ:Technology and Engineering
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.title	Individualising students' scores using blind and holistic peer assessment
dc.type	article