Fair Assessment of Contribution and Process in Student Team Projects
InSITE 2017 , 2017
This paper outlines two different methods of peer assessment used in team projects at Newcastle University. One of them requires team agreement, whilst the other allows students to assess each other anonymously. Our results show that students are not convinced about the validity and fairness of either approach, and this illustrates that we need to do more work on teaching them how to assess fairly and to reassure them about the benefits of this form of assessment.
software engineering, peer assessment, contribution matrices, team projects
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