Peer assessment with group awareness tools and effects on project-based learning

ABSTRACT

Many studies have identified two major flaws in project-based learning: social loafing and unfair assessment marks. Although some studies agree that peer assessment can correct the above flaws in project-based learning, some concerns (e.g. unreliable and/or biased marking) have not been addressed. Thus, this work applied group awareness (GA) tools in peer assessment (PA) and further developed PAGA. Team members can use GA technology to observe the interactions and contributions of other team members in an online collaborative learning environment. Experimental results show that the proposed PAGA can increases students' online participation. Moreover, the proposed PAGA avoids the above two flaws, unlike conventional PA. However, this study did not show that PAGA effectively enhances the quality of interactive messages and the quality of project achievement.

Disclosure statement

No potential conflict of interest was reported by the authors.