THE PROBLEM WITH EVALUATING GROUPWORK: BYPASSING STUDENT FEEDBACK ISSUES WITH A MORE TRANSPARENT DELIVERABLE
Abstract
In business education, instructors often find themselves in a position in which the evaluation of student work and the expectations therein are more ambiguous than the ideal. Subjectivity, while sometimes necessary, is... [ view full abstract ]
In business education, instructors often find themselves in a position in which the evaluation of student work and the expectations therein are more ambiguous than the ideal. Subjectivity, while sometimes necessary, is oftentimes perceived by students as biased, displaying of favoritism, and otherwise "unfair" as opposed to a more objective evaluation system. Oftentimes, this subjectivity arises when the students are responsible for group/team work. Traditionally, research in business education has focused on the feedback mechanisms for grading, including most recently computer adaptive modeling to assist instructors in guaranteeing a more anonymous peer-review system and more robust method of points allocation. In most methodology in said research, the deliverable of group/team work is one of two things: A collaborative paper, or a collaborative presentation. The peer-review feedback system is under study, and these two deliverables are typically controlled as the appropriate evaluate-able vehicle. The difficulty is in evaluating which members of the group/team contributed what portion of the deliverable (quantity and quality both). This paper begins to suggest another, lesser used deliverable: a discussion board.
Authors
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Matthew Peters
(Lander University)
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Amanda Peters
(Greenwood District 50)
Topic Area
Topics: Educational Practice - click here when done
Session
EP1 » Educational Practice Issues - I (09:45 - Thursday, 5th October, West C)
Paper
Peters_Peters_SEINFORMS2017_FinalDraft.pdf
Presentation Files
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