The use of Web-PA as a formative peer assessment instrument for team working
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Transcript of The use of Web-PA as a formative peer assessment instrument for team working
The use of Web-PA as a formative peer assessment instrument for team working
Tom Joyce, Nuala Davis* and Clare Hopkins
School of Mechanical & Systems Engineering
*Information Systems and Services
Newcastle University
24th June 2013
Outline
Context for the use of Web-PA
Use of online peer assessment tool (Web-PA) as a means of identifying and addressing team difficulties
Technical outline of the use of Web-PA
School of Mechanical and Systems Engineering, Newcastle University
Offer BEng and suite of MEng degrees
‘Typical’ engineering student – male, post ‘A’ level, UK national
Increasing number of international students (24% of Stage 1 2012/13)
Like many engineering Schools, progression is an issue
School of Mechanical and Systems Engineering, Newcastle University
Year of student
registration
Number registered
Year 1
Number progressing
to Year 2
Percentage progressing
to Year 2
2006/7 75
2007/8 90
2008/9 114
School of Mechanical and Systems Engineering, Newcastle University
Year of Year of student student
registrationregistration
Number Number registered registered
Year 1Year 1
Number Number progressing progressing
to Year 2to Year 2
Percentage Percentage progressing progressing
to Year 2to Year 2
2006/72006/7 7575 6262 83%83%
2007/82007/8 9090 7272 80%80%
2008/92008/9 114114 9595 83%83%
A proposed solution – “Engineering Teams”
Introduced in 2009/10 academic year Pre-selected group of 5 first-year students ‘Balanced’ in terms of academic ability Overlap with tutorial system Work together on Team projects in two
modules (“Design & Manufacturing” and “Professional Skills” – total 45 credits) during first year
Why Engineering Teams?
Increase in student integration – students get to know other students more quickly
Informal peer instruction and learning, sharing skills and knowledge
Team-working on projects gives shared goals
School of Mechanical and Systems Engineering, Newcastle University
Year of student
registration
Number registered
Year 1
Number progressing
to Year 2
Percentage progressing
to Year 2
2006/7 75 62 83%
2007/8 90 72 80%
2008/9 114 95 83%
School of Mechanical and Systems Engineering, Newcastle University
Year of student
registration
Number registered
Year 1
Number progressing
to Year 2
Percentage progressing
to Year 2
2006/7 75 62 83%
2007/8 90 72 80%
2008/9 114 95 83%
2009/10* 107
2010/11* 127
2011/12* 126
* intervention year* intervention year
School of Mechanical and Systems Engineering, Newcastle University
Year of student Year of student
registrationregistration
Number Number registered registered
Year 1Year 1
Number Number progressing progressing
to Year 2to Year 2
Percentage Percentage progressing progressing
to Year 2to Year 2
2006/72006/7 7575 6262 83%83%
2007/82007/8 9090 7272 80%80%
2008/92008/9 114114 9595 83%83%
2009/10*2009/10* 107107 100100 93%93%
2010/11*2010/11* 127127 114114 90%90%
2011/12*2011/12* 126126 114114 91%91%
* intervention year* intervention year
82%
91%
Students’ views on team working
In 2012/13 academic year 91% of students said that they enjoyed/enjoyed very much working in an Engineering Team
86% said that their Engineering Team had formed a good working relationship
71% said that working in an Engineering Team had helped them to feel part of the School
But when there are problems
Problems occur for a small number of Engineering Teams when members fail to contribute in a variety of ways
“Some people in the team don't do anything at all. They don’t turn up to any meetings or labs and I’m surprised they even know we're making a wind turbine. They should get no marks at all if they haven’t contributed to the team.”
Peer–moderated marking
Used in Design and Manufacturing module Teams decide division of marks at end of 1st
and 2nd terms Anecdotally, we hear of some heated
discussions Some groups want to avoid face-to-face
conflict
Measures taken to further address team-working (2012/13)
Enhanced team building exercises on second day of induction period
An Engineering Team handbook with information and advice about team working, including ways of addressing non-contribution
Use of Web-PA peer assessment to facilitate feedback between team members
WebPA
What contribution did each member make to the group effort?
Average = Teacher awarded mark
Tutor I
Tutor creates a form with assessment criteria
Defines the start and end times for the assessment
Reminds students to fill it out
Students
Students fill the form out online Confidential
Tutor II
Enters group scores in WebPA
Generates a “Mark Sheet” based on their chosen weighting for peer marked element
Examines and moderates results
Using Web-PA as formative peer assessment
Took place eight weeks into first term 111 students took part 15 of whom were
women and 22 international students self and peer assessment using freetext Conducted in computer lab where teams
could sit separately from one another Feedback given to teams in anonymised
form under the guidance of tutors
Key learning points from the use of Web-PA
Of the 537 pieces of feedback given, the majority (92%) were constructively written
Large degree of agreement between students’ self assessment and the feedback provided by their peers
Only 43 comments (relating to 20 students) 8% of the responses were negative
Common reservations about using peer assessment
Students may be unprofessional and give highly critical feedback, leading to acrimony and breakdown within teams
Students may assess themselves more positively than they assess their peers as a way of gaining advantage
Students may use anonymous feedback as a way of expressing personal resentments
Reservation 1 – students may give unprofessional/critical feedback
What we found: Of the 537 pieces of feedback 92% was
balanced and constructive Four students who had contributed to a
lesser extent for a reason that their peers believed to be valid received supportive, uncritical feedback
Reservation 2 – students may be over-positive about themselves
What we found: A very high level of agreement between
team members self assessment and how they were rated by their peers (only 2 cases where this was not the case)
In 15 cases self assessment was deprecatory. In only 7 of these was this negative assessment confirmed by peers
Reservation 3 – criticism on the basis of personal feelings
What we found: Only 43 comments were negative (related to
20 people) – 8% of responses Criticisms were related to team performance
– absence; personal disorganisation; failure to contribute to the team; poor quality of work.
Fear 3 – criticism on the basis of personal feelings (cont)
Even when the majority of comments were negative, in more than half there was also an acknowledgement of some positive aspect “attended all meetings” “however he didn’t lack effort” “but he does try”
In a very small percentage (5%) there was a disparity between single negative comments and other feedback
Issues to be addressed before next use of Web-PA formative assessment
The reluctance/avoidance of a small number of students
Addressed by – provision of information about use of Web-PA during induction period/EngineeringTeam handbook
The tendency of some international students to be tentative/self-deprecatory
Addressed by – targeted measures to engage them in the process/help them overcome reluctance
Students’ perceptions of Web-PA
91% of those who completed it rated the system as technically easy to use
49% said that they were able to be more honest in their ratings because they did not have to share them directly with their team mates
“It is good to be able to rate your team mate, and share your opinion of them without having the embarrassment of a face to face confrontation”
Students’ perceptions of Web-PA
It was seen as a good way of addressing problems within a team
“It allowed me to focus on the aspects of the team that were good but more importantly, it helped to highlight the shortcomings of the team so that they could be addressed and remedied”.
Students’ perceptions of Web-PA
As a useful way of bring up issues without embarrassment
“Allows people to bring up any issues anonymously. Without worry.”
Thank you
Any questions?