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ERIC Number: EJ1164703
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Peer Evaluation of Team Member Effectiveness as a Formative Educational Intervention
Mentzer, Nathan; Laux, Dawn; Zissimopoulos, Angelika; Richards, K. Andrew R.
Journal of Technology Education, v28 n2 p53-82 Spr 2017
Peer evaluation of team member effectiveness is often used to complement cooperative learning in the classroom by holding students accountable for their team contributions. Drawing on the tenants of self-determination theory, this study investigated the impact of formative peer evaluation in university level team-based design projects. The hypothesis was that the introduction of formative peer evaluation cycles would result in a more student-centered learning climate, increased competence, reduced doubt, and improved student learning. Two semesters were compared in this quasi-experimental study in which results of peer evaluation became modifiers to students' grades in the final project. In the second semester, peer evaluation was also used multiple times formatively to provide students with feedback and encourage changes in behavior without impacting grades. When formative peer evaluation was implemented, students earned higher grades on the final project and in the course and perceived a more student-centered learning environment, more competence, and less doubt about the course.
Descriptors: Peer Evaluation, Formative Evaluation, Intervention, Teamwork, Cooperative Learning, Student Projects, Student Centered Learning, Quasiexperimental Design, Feedback (Response), Behavior Change, Academic Achievement, Student Attitudes, Self Efficacy, Competence, Student Surveys, Educational Environment, Predictor Variables, College Students, Statistical Analysis
Journal of Technology Education. Web site: http://scholar.lib.vt.edu/ejournals/JTE
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A