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Abstract

Team work can have a positive impact on student learning and commitment, but it is challenging to determine a method of assessment that does not require lecturers to involve themselves intimately with each team. Team members are often the best source of meaningful data, and as a result, lecturers are including self and peer assessment. One method of peer assessment is to have team members quantify their own contribution and that of team members. Concerns have been raised in the
literature about distribution patterns with this method of peer assessment. An online peer assessment system has been capturing data from a capstone project course for three years with over 24 teams and 100 students each year. This paper analyses the following questions: do students take the easy option of equal distribution to avoid conflict, are students honest about their own contribution, are females treated fairly and are international students unfairly discriminated against.

Item Type:	Conference or Workshop Item (Paper)
Authors/Creators:	Herbert, N
Keywords:	peer assessment, teamwork, capstone project
Additional Information:	Copyright © 2007, Australian Computer Society, Inc. This paper appeared at the Ninth Australasian Computing Education Conference (ACE2007), Ballarat, Victoria, Australia, January 2007. Conferences in Research in Practice in Information Technology, Vol. 66. Samuel Mann and Simon Eds. Reproduction for academic, not-for profit purposes permitted provided this text is included.
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