- Library Home /
- Search Collections /
- Open Collections /
- Browse Collections /
- UBC Graduate Research /
- Peer Assessment in the Team-Based Learning Classroom
Open Collections
UBC Graduate Research
Peer Assessment in the Team-Based Learning Classroom Strumpel, Charlene
Abstract
Although peer assessment (PA) is purported to be an essential element of Team Based Learning (TBL), there is little evidence to indicate the most effective method of PA in this context. This literature review was undertaken to examine the research relating to PA of individual students’ contributions to group work. As such, this literature review might prove useful and informative for educators using PA in a variety of contexts, including problem-based learning, case-based learning, or group projects. A total of 45 research articles describing both qualitative and quantitative studies were examined. These articles were examined to investigate the potential benefits or drawbacks of PA; the validity and reliability of PA; what PA process and instrument constitute best practice; and the method that is most appropriate to use when calculating a student’s grade from a PA score. Each of these issues was examined and, where possible, evidence and recommendations from the literature were presented. In addition to describing many of the factors that teachers should consider prior to implementing PA in a university course, this literature review also revealed many gaps in knowledge and potential avenues for research into PA.
Item Metadata
Title |
Peer Assessment in the Team-Based Learning Classroom
|
Creator | |
Supervisor | |
Date Issued |
2012-02-27
|
Description |
Although peer assessment (PA) is purported to be an essential element of Team Based Learning (TBL), there is little evidence to indicate the most effective method of PA in this context. This literature review was undertaken to examine the research relating to PA of individual students’ contributions to group work. As such, this literature review might prove useful and informative for educators using PA in a variety of contexts, including problem-based learning, case-based learning, or group projects. A total of 45 research articles describing both qualitative and quantitative studies were examined. These articles were examined to investigate the potential benefits or drawbacks of PA; the validity and reliability of PA; what PA process and instrument constitute best practice; and the method that is most appropriate to use when calculating a student’s grade from a PA score. Each of these issues was examined and, where possible, evidence and recommendations from the literature were presented. In addition to describing many of the factors that teachers should consider prior to implementing PA in a university course, this literature review also revealed many gaps in knowledge and potential avenues for research into PA.
|
Subject | |
Genre | |
Type | |
Language |
eng
|
Series | |
Date Available |
2012-02-27
|
Provider |
Vancouver : University of British Columbia Library
|
Rights |
Attribution-NonCommercial-NoDerivs 3.0 Unported
|
DOI |
10.14288/1.0078422
|
URI | |
Affiliation | |
Peer Review Status |
Unreviewed
|
Scholarly Level |
Graduate
|
Rights URI | |
Aggregated Source Repository |
DSpace
|
Item Media
Item Citations and Data
Rights
Attribution-NonCommercial-NoDerivs 3.0 Unported