4,522
Views
20
CrossRef citations to date
0
Altmetric
Original Articles

Assessing the “I” in group work assessment: State of the art and recommendations for practice

, , &

References

  • Biggs JB, Collis KF. 1982. Evaluating the quality of learning: the SOLO taxonomy. New York (NY): Academic Press.
  • Caple H, Bogle M. 2013. Making group assessment transparent: what wikis can contribute to collaborative projects. Assess Eval High Educ. 38:198–210.
  • Cheng W, Warren M. 1999. Peer and teacher assessment of the oral and written tasks of a group project. Assess Eval High Educ. 24:301–314.
  • Dancer WT, Dancer J. 1992. Peer rating in higher education. J Educ Bus. 67:306–309.
  • Davies WM. 2009. Group work as a form of assessment: common problems and recommended solutions. Higher Educ. 58:563–584.
  • Dingel M, Wei W. 2014. Influences on peer evaluation in a group project: an exploration of leadership, demographics and course performance. Assess Eval High Educ. 39:729–742.
  • Epstein RM, Hundert EM. 2002. Defining and assessing professional competence. JAMA. 287:226–235.
  • Falchikov N, J Goldfinch. 2000. Student peer assessment in higher education: a meta-analysis comparing peer and teacher marks. Rev Educ Res. 70:287–322.
  • Frank JR, Snell L, Sherbino J, editors. 2015. CanMEDS 2015 Physician Competency Framework. Ottawa: Royal College of Physicians and Surgeons of Canada.
  • Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, Kistnasamy B. 2010. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 376:1923–1958.
  • Jin XH. 2012. A comparative study of effectiveness of peer assessment of individuals' contributions to group projects in undergraduate construction management core units. Assess Eval High Educ. 37:577–589.
  • Knight J. 2004. Comparison of student perception and performance in individual and group assessments in practical classes. J Geogr High Educ. 28:63–81.
  • Kuisma R. 2007. Portfolio assessment of an undergraduate group project. Assess Eval High Educ. 32:557–569.
  • Lejk M, Wyvill M. 2001. Peer assessment of contributions to a group project: a comparison of holistic and category-based approaches. Assess Eval High Educ. 26:61–72.
  • Lejk M, Wyvill M. 2002. The effect of the inclusion of self-assessment with peer assessment of contributions to a group project: a quantitative study of secret and agreed assessments. Assess Eval High Educ. 27:551–561.
  • Maiden B, Perry B. 2011. Dealing with free-riders in assessed group work: results from a study at a UK university. Assess Eval High Educ. 36:451–464.
  • McMullen I, Cartledge J, Finch E, Levine R, Iversen A. 2014. How we implemented team-based learning for postgraduate doctors. Med Teach. 36:191–195.
  • Orsmond P, Merry S, Reiling K. 1996. The importance of marking criteria in the use of peer assessment. Assess Eval High Educ. 21:239–249.
  • Parmelee DX, Michaelsen LK. 2010. Twelve tips for doing effective team-based learning (TBL). Med Teach. 32:118–122.
  • Pond K, Ui-Haq R, Wade W. 1995. Peer review: a precursor to peer assessment. Innov Educ Train Int. 32:314–323.
  • Schuwirth LW, Van der Vleuten CP. 2011. Programmatic assessment: from assessment of learning to assessment for learning. Med Teach. 33:478–485.
  • Sharp S. 2006. Deriving individual student marks from a tutor's assessment of group work. Assess Eval High Educ. 31:329–343.
  • Spatar C, Penna N, Mills H, Kutija V, Cooke M. 2015. A robust approach for mapping group marks to individual marks using peer assessment. Assess Eval High Educ. 40:371–389.
  • Stefani AJ. 1992. Comparison of collaborative, self, peer and tutor assessment in a biochemistry practical. Biochem Educ. 20:148–151.
  • Strom PS, Strom RD, Moore EG. 1999. Peer and self-evaluation of teamwork skills. J Adolesc. 22:539–553.
  • Takeda S, Homberg F. 2014. The effects of gender on group work process and achievement: an analysis through self- and peer-assessment. Br Educ Res J. 40:373–396.
  • Tucker R. 2013. The architecture of peer assessment: do academically successful students make good teammates in design assignments? Assess Eval High Educ. 38:74–84.
  • Watson WE, Kumar K, Michaelsen LK. 1993. Cultural diversity's impact on interaction process and performance: comparing homogeneous and diverse task groups. Acad Manag J. 36:590–602.
  • Whittemore R, Knafl K. 2005. The integrative review: updated methodology. J Adv Nurs. 52:546–553.
  • Zgheib NK, Simaan JA, Sabra R. 2010. Using team-based learning to teach pharmacology to second year medical students improves student performance. Med Teach. 32:130–135.
  • Zhang B, Ohland MW. 2009. How to assign individualized scores on a group project: an empirical evaluation. Appl Meas Educ. 22:290–308.