Automated Peer Assessment, Moderation and Feedback in Group Projects
1. Group-work: automated peer assessment,
moderation and feedback
Tim Bullough
Dan Hibbert
School of Engineering
Univ of Liverpool L&T Conf 23 June â10
2. Good way for students to get to know themselves and each other.
Reflection of own and others contributions.
Achieve outcomes that couldnât be achieved individually.
Simulate real-life experiences (key for Engineersâ employability) &
practice project management theory
Reduce the amount of assessment (single group output) & allows
an assessment of studentsâ contributions without an academic
having to observe everything
Why do group/team work?
3. How is group/team work developed within
the Engineering curriculum?
Year 1: Short âactive learningâ experiences (labs, design-build-test) & a
superficial introduction to team roles. Some reflection on team dynamics and
contributions.
Year 2: Theories of team-work and project management are taught. Group
activities vary from half-day to whole-year. Reflection on contribution, and
peer moderation of group marks for group output(s)/achievements.
Year 3&4: Formal âcapstoneâ industry-facilitated 1-2 year team projects
(required for accreditation).
Problems/concerns: group membership, dealing with conflict
and lack of contribution; assessment and peer moderation criteria and
process.......
4. What is peer moderation?
Process to allow individual contribution to a group activity to be ârewardedâ:
i.e. individual mark = group mark x âpeer moderation factorâ
How do we do it?
1. Single group mark awarded for each assessed output.
2. Academic decides on criteria and extent to which individual contribution
should be rewarded.
3. Students rate their own and others contributions against these criteria.
4. Use an algorithm to produce an individual âpeer moderation factorâ for
each student in the group (keeping the average factor as 1)
5. Individual marks obtained
+ 6. FEEDBACK TO STUDENTS (later)