eprintid: 10086610 rev_number: 23 eprint_status: archive userid: 608 dir: disk0/10/08/66/10 datestamp: 2019-11-29 12:08:31 lastmod: 2021-09-29 22:33:01 status_changed: 2019-11-29 12:08:31 type: proceedings_section metadata_visibility: show creators_name: Grammenos, R creators_name: Garcia Souto, M creators_name: Chester, I creators_name: Albelda Gimeno, L title: Peer assessment of individual contribution in group work: a student perspective ispublished: pub divisions: UCL divisions: B04 divisions: C05 divisions: F46 divisions: F42 keywords: Peer assessment; individual contribution; group work; student perceptions note: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. abstract: With group work increasing in popularity at universities, students no longer feel it is acceptable to be awarded the same group mark. This presents a significant challenge in awarding an individual mark which reflects unequivocally the time and effort a student has invested in a group project. To address this challenge, a tool to evaluate individual peer assessed contribution (IPAC) has been developed at University College London (UCL). The aim of this paper is to report on the perceptions of students regarding their experience of peer assessment in group work, since these perceptions are key to ensuring that a tool, such as IPAC, is accepted and used effectively by staff and students alike. The views of 133 students were acquired through anonymous surveys and focus groups ranging from first year undergraduate to doctoral students across 12 different departments. Results showed that 92% of students are in favour of peer assessment with a positive trend to using the IPAC tool. Receiving constructive feedback was considered imperative amongst respondents, which in turn should identify clearly the points of error; highlight explicitly the areas for improvement; and thus reflect accurately the mark being awarded. The attributes that students valued to be important when assessing their teammates were, in decreasing order of priority, attendance at meetings, listening and communication, actual contribution to the project deliverables, quality of the work produced, personal circumstances, and finally time management and organization skills. The detailed analysis and conclusions drawn from this study are the focus of this paper. date: 2019-09-20 date_type: published publisher: European Society for Engineering Education (SEFI) official_url: https://www.sefi.be/wp-content/uploads/2019/10/SEFI2019_Proceedings.pdf oa_status: green full_text_type: other language: eng primo: open primo_central: open_green verified: verified_manual elements_id: 1722902 isbn_13: 978-2-87352-018-2 lyricists_name: Garcia Souto, Maria lyricists_name: Grammenos, Ryan lyricists_id: MDPGA29 lyricists_id: RGRAM49 actors_name: Grammenos, Ryan actors_id: RGRAM49 actors_role: owner full_text_status: public publication: https://www.sefi.be/wp-content/uploads/2019/10/SEFI2019_Proceedings.pdf pagerange: 1594-1606 event_title: SEFI 47th Annual Conference event_location: Budapest, Hungary event_dates: 16 September 2019 - 20 September 2019 institution: SEFI 47th Annual Conference book_title: Proceedings of the SEFI 47th Annual Conference. Varietas delectat... Complexity is the new morality citation: Grammenos, R; Garcia Souto, M; Chester, I; Albelda Gimeno, L; (2019) Peer assessment of individual contribution in group work: a student perspective. In: Proceedings of the SEFI 47th Annual Conference. Varietas delectat... Complexity is the new morality. (pp. pp. 1594-1606). European Society for Engineering Education (SEFI) Green open access document_url: https://discovery.ucl.ac.uk/id/eprint/10086610/3/Grammenos_Peer%20assessment%20of%20individual%20contribution%20in%20group%20work.%20A%20student%20perspective_AAM.pdf