TY - GEN
T1 - Behaviorally anchored rating scales for teamwork peer assessment
AU - Konak, Abdullah
AU - Magluilo, Steven
AU - Kulturel-Konak, Sadan
PY - 2016/4/20
Y1 - 2016/4/20
N2 - In team projects, peer evaluations are frequently used to evaluate students' teamwork skills and their individual contributions to project outcomes. Unfortunately, peer evaluations are usually time consuming to conduct due to the large amount of data collected. In order to efficiently assess teamwork skills of students through peer and self-evaluations, we created a web-based tool called Peer Evaluation and Assessment Resource (PEAR). Using the PEAR, instructors are able to see where students need to improve their teamwork skills and give individual feedback. We have used the system in several classes and been able to gain valuable information to help instructors improve their classes. However, we have also identified several problems such as very high peer and self ratings inconsistent with students' expected skill levels. We redesigned a peer assessment instrument from the literature based on behaviorally anchored rating scores in order to address some of these problems. This new instrument has been tested in the PEAR system, and in this paper, the results are compared to the ones obtained using a continuum scale version of the instrument.
AB - In team projects, peer evaluations are frequently used to evaluate students' teamwork skills and their individual contributions to project outcomes. Unfortunately, peer evaluations are usually time consuming to conduct due to the large amount of data collected. In order to efficiently assess teamwork skills of students through peer and self-evaluations, we created a web-based tool called Peer Evaluation and Assessment Resource (PEAR). Using the PEAR, instructors are able to see where students need to improve their teamwork skills and give individual feedback. We have used the system in several classes and been able to gain valuable information to help instructors improve their classes. However, we have also identified several problems such as very high peer and self ratings inconsistent with students' expected skill levels. We redesigned a peer assessment instrument from the literature based on behaviorally anchored rating scores in order to address some of these problems. This new instrument has been tested in the PEAR system, and in this paper, the results are compared to the ones obtained using a continuum scale version of the instrument.
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U2 - 10.1109/ISECon.2016.7457525
DO - 10.1109/ISECon.2016.7457525
M3 - Conference contribution
AN - SCOPUS:84969964483
T3 - ISEC 2016 - Proceedings of the 6th IEEE Integrated STEM Education Conference
SP - 168
EP - 172
BT - ISEC 2016 - Proceedings of the 6th IEEE Integrated STEM Education Conference
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 6th IEEE Integrated STEM Education Conference, ISEC 2016
Y2 - 5 March 2016
ER -