Free Riding in Group Projects and the Effects of Timing, Frequency, and Specificity of Criteria in Peer Assessments

By Charles M. Brooks, Janice L. Ammons. 2003

340 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/9012cd651dd180845a5ad840a896f1e9c037c67b

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In Developmental and Educational Psychology

In Education

In Management Science and Operations Research

Citations in the corpus

Students’ Perceptions of Social Loafing: Its Antecedents and Consequences in Undergraduate Business Classroom Teams (2009, background): “…information sharing, and accountability in ways that reduce social loafing in classroom teams (e.g., Bailey, Sass, Swiercz, Seal, & Kayes, 2005; Brooks & Ammons, 2003; Dineen, 2005), and have strongly advocated for the teaching of teamworking skills to college students (e.g., Bolton, 1999;…”
Peer assessment and evaluation in team‐based learning (2008, background): “if students are accustomed to peer evaluation at an early point in their college careers, the skills will likely transfer across collaborative partnerships in other educational and professional settings (Brooks and Ammons, 2003).”
Peer Assessment in Small Groups: A Comparison of Methods (2008, methodology): “Was dependable: met deadlines, kept his or her word (e.g., Beatty & Haas, 1996; Brooks & Ammons, 2003; Chalupa et al., 2000; Clark, 1989; Gatfield, 1999; Gueldenzoph & May, 2002; Haas et al., 1998; Lejk & Wyvill, 2001; Rafiq & Fullerton, 1996).”
Multicultural student group work in higher education: An explorative case study on challenges as perceived by students (2012, background): “…insufficient English language skills and students not communicating properly re the most challenging aspects in MCSG. Previous research studies have confirmed that free riding is one of the most mportant challenges associated with group work (Brooks & Ammons, 2003; Weldon, Blair, & Huebsch, 2000).”
The Comprehensive Assessment of Team Member Effectiveness: Development of a Behaviorally Anchored Rating Scale for Self and Peer Evaluation (2012, background): “Some evaluation systems require combinations of point distributions, rating scales, or open comments (e.g., Brooks & Ammons, 2003; Brutus & Donia, 2010; Davis et al., 2010; Fellenz, 2006; Gatfield, 1999; Willcoxson, 2006).”
Groupwork as a form of assessment: common problems and recommended solutions (2009, background): “An effective assessment procedure that has been trialled in a cross-disciplinary business course is summarised below (Brooks and Ammons 2003).”
The problem of free-riding in group projects: Looking beyond social loafing as reason for non-contribution (2013, background): “Brooks and Ammons (2003) report that even the ‘mere exposure’ (p. 269) to peer-assessment can reduce the possibility of free-riding as the anticipation of receiving negative feedback can be enough for a student to modify his or her behaviour.”
A study of collaborative learning style and team learning performance (2005, background): “Similar to organizational teams, student teams may have unsatisfactory group-work experiences, mainly due to free riding, or social loafing ( Brooks and Ammons, 2003”
Benefits and Problems With Student Teams: Suggestions for Improving Team Projects (2006, background): “Requesting Interim Reports and Other Feedback Points Several researchers (Brooks & Ammons, 2003; McKendall, 2000) have suggested the importance of having multiple points of feedback about group performance, more so for team members than for the faculty.”
The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment (2014, background): “Brooks and Ammons (2003) provide evidence for reduced social loafing in group projects when such work is accompanied by peer-assessment.”