论文标题
根据同行评估，回应学生反馈个人化团队合作分数
Responding to student feedback Individualising teamwork scores based on peer assessment
论文作者
论文摘要
团队合作评估通常会产生一个最终产品，无论他们对团队项目的贡献如何，所有团队成员都会获得单个标记。为了根据团队合作评估的公平标记来回应学生的反馈，我们将同行评估作为建议的教学干预，以使团队标记的个性化并防止团队成员利用免费骑行。团队标记的个性化与每个学生从团队中的同龄人收到的平均同行评估标记成正比。我们在参加工程设计课程的学生实施同行评估过程之前和之后分析了课程评估数据。根据社会相互依存理论分析数据表明，同行评估过程改善了团队成员的合作，从而增强了学生的团队合作经验及其与课程的互动。
Teamwork assessments often result in a single final product, for which all team members receive a single mark regardless of their contribution to the team project. In order to respond to feedback from students in terms of fair marking of the teamwork assessment, we implemented peer assessment as a recommended pedagogical intervention to individualise team marks and prevent team members from taking advantage of free riding. Team marks were individualised proportional to the average peer assessment mark each student received from their peers in the team. We analysed course evaluation data before and after the implementation of the peer assessment process from students participating in Engineering Design courses. Analysing data in light of Social Interdependence Theory showed that the peer assessment process improved the cooperation of the team members which enhanced the students teamwork experience and their engagement with the course.
