This paper discusses the problem of discriminating between individual contributions in the assessment of group projects. It is argued that peer assessment is a necessary element of any proposed structure but that the use of any 'weighting-factor' system is contrary to the philosophy underpinning collaborative groupwork. A structure that separates the process and product elements of the assessment is described and a set of generic criteria for the process peer assessment identified. This structure was implemented with a group of students at Hong Kong University and evaluated using questionnaires and in-depth interviews. The paper discusses the results of this evaluation and, in particular, identifies the need for 'benchmarking' when using the criteria and also the problematic nature of the 'insider-outsider' syndrome as an important cultural factor. Copyright © 2003 Open University of Hong Kong Press.
|Title of host publication||Curriculum, learning and assessment: The Hong Kong experience|
|Editors||Philip STIMPSON, Paul MORRIS, Yvonne FUNG, Ronnie CARR|
|Place of Publication||Hong Kong|
|Publisher||Open University of Hong Kong Press|
|Publication status||Published - 2003|
CitationLopez-Real, F., & Chan, R. Y.-P. (2003). Peer assessment of a group project in a primary mathematics education course. In P. Stimpson, P. Morris, Y. Fung, & R. Carr (Eds.), Curriculum, learning and assessment: The Hong Kong experience (pp. 241-260). Hong Kong: Open University of Hong Kong Press.
- Teacher Education
- Theory and Practice of Teaching and Learning