Making a Difference: Using peers to assess individual students' contributions to a group project

By Winnie Cheng, M. Warren. 2000

196 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/62f11bbbe9b7d0a576353cbb5de1893f64728e83

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment (2014, methodology): “As one effective method of reducing social loafing, many instructors recommend peer-assessment (Cheng & Warren, 2000; Baker, 2008) and empirical studies have evaluated its benefit (Chapman & van Auken, 2001; Pfaff & Huddleston, 2003).”
Does the use of summative peer assessment in collaborative group work inhibit good judgement? (2018, background): “Significant work has been undertaken on algorithms and options for adjusting scores to increase fairness of peer marking through calculations, which seek to enhance accuracy and consistency in peer marking (Sung-Seok 2014; Cheng and Warren 2000).”
Peer Assessment in Small Groups: A Comparison of Methods (2008, methodology): “Made cognitive contributions: possessed and applied the necessary knowledge and skills to accomplish group goals (e.g., Chalupa et al., 2000; Cheng & Warren, 2000; Cohen & Ledford, 1994; Gatfield, 1999; Greguras et al., 2001; Gueldenzoph & May, 2002; Johnson & Smith, 1997; Lejk & Wyvill, 2001;…”
Effective peer assessment processes: Research findings and future directions (2010, background): “All rights reserved. doi:10.1016/j.learninstruc.2009.08.004 can provide teachers with a more accurate picture of individual performance in group work (Cheng & Warren, 2000).”
The problem of free-riding in group projects: Looking beyond social loafing as reason for non-contribution (2013, background): “Peer-assessment can be used to empower students allowing them to have possession or control in relation to their marks by allowing them to justify and explain their work or input, thus providing a greater sense of satisfaction with the final mark (Cheng and Warren, 2000).”
Peer assessment and evaluation in team‐based learning (2008, background): “…relative to future professional pursuits, including individual accountability, problem solving, interpersonal communication, teamwork, and organizational skills (Brindley and Scoffield, 1998; Boud, Cohen, and Sampson, 1999; Butcher et al., cited in Cheng and Warren, 2000; Lane, 2007; Levine, 2008).”
An inventory of peer assessment diversity (2011, background): “Cheng and Warren 2000 ; Segers and Dochy 2001 ).”