Judy Goldfinch

DEVELOPMENT OF A PEER ASSESSMENT TECHNIQUE FOR OBTAINING INDIVIDUAL MARKS ON A GROUP PROJECT

ABSTRACT The use of peer assessment as a way of differentiating between individual students on a group project is discussed. A new style of peer appraisal questionnaire for the students to complete is introduced, together with the detailed description of a method of calculating a ‘peer assessment factor’ from these questionnaires. This factor allocates to an individual group member a percentage of the mark awarded to the groups project submission. The results obtained when this scheme was used on a large first year course are discussed, together with some possible modifications and their effects. Examples of the appraisal questionnaire and the calculations are included

Further Developments in Peer Assessment of Group Projects

ABSTRACT This report advises of refinements to the peer assessment technique detailed in Goldfinch & Raesides paper of 1990. This technique is used to assign individual marks to the members of a team who have been working on a group project. The improvements include a way of easing the administrative burden of the technique for the lecturer, and a safeguard against an observed problem whereby over‐generous students effectively penalised themselves.

Videoconferencing in Higher Education

Several examples of videoconferencing usage in higher education are described: project management, dissemination, lecture courses, keynote lectures, small groups, orals and interviews. An account is given of staff and student experiences in each example, in the context of a collaborative national project in the subject area of mathematics and statistics. Evaluation results are presented, leading to a generally favourable conclusion regarding the usefulness of the medium. Suggestions and guidelines for good practice are given. It has been found that students and staff are generally positive, but there is a need for training in the best ways of exploiting the technology.Traditional lecturing styles, for example, need to be significantly modified when using videoconferencing.

Collecting student feedback: a comparison of questionnaire and other methods

A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first‐ and second‐year undergraduate modules were selected from seven different schools within a single university. Students studying each module were allocated to ‘questionnaire’ and ‘comparator’ groups. ‘Questionnaire’ students completed the standard end‐of‐module questionnaire, whilst ‘comparator’ groups evaluated the modules using ‘rapid feedback’, ‘H form’, focus group and reflective diary methods. The responses of 335 students to questionnaires were compared with those of 160 using the other methods; no results were obtained from the reflective diary students. Only a minority of the issues raised by students using the comparator methods were covered by the questionnaire, and the comparator methods showed different rankings of the issues in common. The key difference between questionnaire and comparator methods was the use of closed and open questions respectively, with comparator methods being more appropriate for formative evaluation.

Aspects of Computer-Based Assessment in Mathematics

In this article a form of computer assessment in mathematics is discussed and the progress of its use in teaching and learning is tracked. The work spans several different projects, all using similar computer-based assessment engines, which have been progressively updated in the light of successive evaluation results.The engines include facilities to randomize questions, to choose feedback levels, to allow partial credit and to input mathematical expressions. The software incorporates a facility to set and mark questions containing algebra. Evaluation results arising from use with students are presented. The benefits and drawbacks of computer-based assessment are catalogued in the context of working projects.

Improving Groupworking Skills in Undergraduates Through Employer Involvement.

ABSTRACT Frequently undergraduate project work involves students working in groups. Such groupworking is often problematic owing to poor groupworking skills on the part of the students involved, yet ‘teamwork’ is one of those generic skills highly prized by employers. This study describes a pilot project to involve employers in the development of groupworking skills in undergraduate students, with the aims of increasing student awareness of group dynamics and processes and of promoting more effective groupworking. Students worked in small groups over a period of six to eight weeks on a problem associated with the module being studied. Employers observed students working in their groups and provided feedback to the students on their groupworking skills. The reactions (extremely positive) of students, staff and employers are presented. The procedures and methods used in the pilot are described and evaluated.

The effectiveness of school-type classes compared to the traditional lecture/tutorial method for teaching quantitative methods to business students

ABSTRACT This paper isolates and quantifies the effect of different teaching methods for teaching mathematics and statistics to large first year groups of business students with very diverse mathematical backgrounds. One set of students was split into medium sized groups, each of which was taught rather like a school class. The other set had a large formal lecture together with small tutorial sessions. The reactions of students and staff were sought, and the course work and examination marks of the students were studied to determine the influence of the teaching methods. Other factors such as age, sex, particular tutors, mathematical background and general academic ability were taken into account. Student and staff opinion came down overwhelmingly on the side of the school-type classes, and this method of teaching gave significantly higher examination results, but had no significant effect on the course work marks. Other important influences on the marks were identified. Although this was an opportunistic...