Instructional designer Debbie Morrison has an interesting piece discussing different strategies for how your students might evaluate one another upon the conclusion of a group project. While the article focuses on peer evaluation strategies for online learning, everything in the discussion is equally applicable to face-to-face teaching.
The author concludes that the existence of a peer evaluation is rarely a motivating factor for quality participation. However, peer evaluations do a serve a purpose in providing an opportunity for group members to express their dissatisfaction with other students in the group. The piece then addresses how instructors might handle the negative comments that students might make about other group members.
Her preferred strategy for assessing individual contributions to group projects? Self-evaluations:
I believe the learner will benefit far more by completing a self evaluation (that is well crafted to include focused self reflection questions) that forces him or her, to examine how he or she contributed [or did not] to the group process. The tool also encourages the student to consider actions that he or she demonstrated to support the team and to estimate what percentage of the work he or she contributed to the project. ‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.
What do you think? Did you use peer- or self-evaluations for group assignments this semester? Were you happy with the feedback your students provided?