About this paper

Appears in:
Page: 9821 (abstract only)
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.2363

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain

STUDENT CONTRIBUTIONS IN GROUP PROJECTS: THE IMPLEMENTATION OF PEER ASSESSMENT, BASED ON BELBIN’S ROLES AND LEARNING OUTCOME

G. Oskarsson1, A.D. Oladottir1, E. Svansson2, J.F. Johannsson2

1University of Iceland (ICELAND)
2Bifrost University (ICELAND)
For many years group work has been an important part of the learning process in University courses. Group work is becoming even more important nowadays, as students need to be prepared for taking an active role in real life situations were solution or proposal based on professional analysis and different perspectives needs to be prepared in a short time frame. Therefore, part of the learning outcome should be that students have skills to participate in face-to-face discussions as well as online communication, supported by their professional knowledge. This involves a complicated challenge from perspective of teaching, as the evaluation of student performance, individual student contribution to the group work as well as behaviour in the communication process itself within the group becomes difficult.

In the last EDULEARN conference, we introduced a peer assessment tool based on Belbin team roles. The assessment required an evaluation of each group member based on eight factors, qualitative comments for each student and for the overall group work. A test was made with modified version of the tool and a different implementation approach was applied in few courses in the masters program at the Faculty of Business in the University of Iceland. In one of the courses, a completion of the peer assessment was a pre-condition for taking the final exam and therefore completing the course. It was furthermore compulsory to provide qualitative comment for each group member’s evaluation. The results indicate that, in general, the students take the peer evaluation seriously and provide honest comments on their group members, which supports their assessment. There are however some problems, like game theory impact, resulting in an incorrect use of the scale. Therefore, further instructions and preparation is needed. In order to implement the tool with better success, it is important to apply the peer assessment tool on a broader scale, such that it becomes a normal procedure. With such broad application, students could gain better insight into their own strength and weaknesses as team members and where they should focus their efforts for improvement.
@InProceedings{OSKARSSON2018STU,
author = {Oskarsson, G. and Oladottir, A.D. and Svansson, E. and Johannsson, J.F.},
title = {STUDENT CONTRIBUTIONS IN GROUP PROJECTS: THE IMPLEMENTATION OF PEER ASSESSMENT, BASED ON BELBIN’S ROLES AND LEARNING OUTCOME},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.2363},
url = {http://dx.doi.org/10.21125/edulearn.2018.2363},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {9821}}
TY - CONF
AU - G. Oskarsson AU - A.D. Oladottir AU - E. Svansson AU - J.F. Johannsson
TI - STUDENT CONTRIBUTIONS IN GROUP PROJECTS: THE IMPLEMENTATION OF PEER ASSESSMENT, BASED ON BELBIN’S ROLES AND LEARNING OUTCOME
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.2363
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 9821
EP - 9821
ER -
G. Oskarsson, A.D. Oladottir, E. Svansson, J.F. Johannsson (2018) STUDENT CONTRIBUTIONS IN GROUP PROJECTS: THE IMPLEMENTATION OF PEER ASSESSMENT, BASED ON BELBIN’S ROLES AND LEARNING OUTCOME, EDULEARN18 Proceedings, p. 9821.
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