Feedback and Change: Assessment of Individual Contributions Within Collaborative Activities in the Higher Education Classroom
Abstract
The integration of team-based learning and credible assessment of its outcomes continues to be a challenge for educators. While peer assessment is often recommended as a strategy for assessing teams, students are sometimes reluctant to offer feedback on their peers' efforts because they lack the confidence they can do so in a valid manner. Likewise, instructors may be hesitant to request student input because of students' inexperience with making judgments of this sort. The authors argue that a peer assessment approach, which minimizes the risk of inaccurate feedback and yet allows students to contribute actively to a measure of individual accountability, is the solution. Required course activities that necessitate the use of teams can promote the competencies of working within groups and of being self-regulated learners (Zimmerman, 1986, 1989; Zimmerman & Martinez-Pons, 1988). The authors focus on the practical aspects of assessing student contributions to team performance and provide preliminary data suggesting that students use peer feedback to adjust their team behavior accordingly.
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