Abstract:

Current trends in education place increasing emphasis on collaborative learning, which, in addition to professional knowledge, develops soft skills such as teamwork, communication, planning, etc. Despite its many benefits, teamwork in pedagogical practice brings challenges, especially when it comes to objective and fair assessment of individual student contributions. Traditional assessment, in which the entire team receives the same grade, is perceived as unfair, especially if the distribution of tasks within the team or the performance of individual team members is uneven. The teacher is rarely able to monitor the teamwork of groups in detail, because many team projects are also developed by students outside of class. The solution seems to be the involvement of students themselves in the assessment process through peer and self-assessment.

In our paper, we focus on researching the team assessment technique used in informatics classes at a secondary vocational school during the 2024/2025 and 2025/2026 school years. The study aimed to identify students' attitudes towards a specific method of distributing points in teamwork and to find out how to set this process up so that it realistically and fairly reflects the contribution of individuals. The study involved 100 first- and second-year students who were working on cross-curricular projects combining informatics and entrepreneurship.

The assessment process started with a team discussion of each member’s contribution to the project. Each student then created their own pie chart, which represented the distribution of the total project work among themselves and their teammates. Afterwards, team members discussed their charts and collaboratively created a resulting pie chart, which determined their final score. The process was carried out in paper form, and later via a web application developed for this purpose.

The analysis of data from questionnaires and field notes showed that students are mostly satisfied with the results of their work and with this method of assessment. However, significant differences were also shown between the perception of the assessment process by first- and second-year students, for example, in the level of conflicts in the redistribution of points, in the perception of the amount of work, but also in the inclination towards digital or paper-based assessment.

Preliminary results of the study indicate that students' self-assessment skills develop gradually and require constant attention and support from teachers in the educational process. In further research, we will focus on eliminating the identified shortcomings and refining the methodology for wider use in educational practice.

Keywords:

Team assessment, team projects, pie chart, assessment agreement.