eprintid: 10063013 rev_number: 26 eprint_status: archive userid: 608 dir: disk0/10/06/30/13 datestamp: 2022-08-11 13:48:58 lastmod: 2022-08-11 13:48:58 status_changed: 2022-08-11 13:48:58 type: conference_item metadata_visibility: show creators_name: Garcia-Souto, P creators_name: Kane, T creators_name: Hughes, G creators_name: Searles-Bryant, S creators_name: Gibson, A title: Moderated peer assessment of individual contribution to group work divisions: UCL divisions: B16 divisions: B14 divisions: J80 divisions: B04 divisions: C05 divisions: F42 keywords: IPAC abstract: UCL Engineering trains students to use engineering knowledge within extended group practical activities to prepare them for their careers after graduation. However, despite the substantial educational benefits of getting students to work in teams, providing individual assessment can be challenging. Students frequently express dissatisfaction if all members of a team are given the same mark regardless of the individual effort. Here, we aim to promote student engagement and improve student experience during group work by giving each student an individual mark. The individual mark results from multiplying the overall “group mark” by a personal contribution factor. This personal contribution is assessed directly by peers, who are aware of each team member’s contribution, encouraging self-reflection, and moderated by tutors when necessary. This practice has been well received by students in other universities. We are working with a student committee to identify and evaluate various methods and e-learning systems that would aid us to run this practice efficiently even for large numbers of students. This includes rules to flag cases requiring moderation. This project, partially funded by ELDG 2015, fits with our aim of increasing students’ satisfaction and engagement with assessment. We have combined it with our ‘360 degrees peer assessment method’, which we presented at last year’s conference, to provide a reliable and individual peer assessment of group work. We provide a novel approach to group assessment which encourages self-reflection and is intended to improve the learning experience and student satisfaction during group work, in line with UCL 2034. date: 2016-04-19 date_type: published official_url: https://www.ucl.ac.uk/teaching-learning/events/ucl-education-conference/ucl-teaching-and-learning-conference-2016 oa_status: green full_text_type: other language: eng primo: open primo_central: open_green verified: verified_manual elements_id: 1606162 lyricists_name: Garcia Souto, Maria lyricists_name: Gibson, Adam lyricists_name: Hughes, Gwyneth lyricists_id: MDPGA29 lyricists_id: APGIB90 lyricists_id: GJHUG20 actors_name: Garcia Souto, Maria actors_id: MDPGA29 actors_role: owner full_text_status: public pres_type: presentation event_title: UCL Teaching and Learning Conference 2016 event_location: London, UK event_dates: 19 April 2016 institution: UCL Teaching and Learning Conference 2016 citation: Garcia-Souto, P; Kane, T; Hughes, G; Searles-Bryant, S; Gibson, A; (2016) Moderated peer assessment of individual contribution to group work. Presented at: UCL Teaching and Learning Conference 2016, London, UK. Green open access document_url: https://discovery.ucl.ac.uk/id/eprint/10063013/1/360PA-%20individual%20contribution%20in%20group%20work_v8_pdf.pdf