Students learning and autonomy can be improved by involving them in teaching and learning, especially in group work assessments, this can also greatly help cut down the amount of time spent by teachers on marking and providing feedback. Although peer assessment of student work can also accomplish these goals, but its application is frequently restricted to evaluating each participant's input or participation to a cooperative effort. This paper reports the considerations and lesson learnt to successfully develop a group work assessment and marked based on the individual’s contribution to avoid conflicts. It’s worth mentioning that the peer-assessed marks are not significantly different from those allocated by faculty based on evaluative criteria, quality definitions, and a scoring strategy.
|Name||SHS Web of Conferences|
|Conference||International Conference on Teaching and Learning – Digital Transformation of Education and Employability (ICTL 2022)|
|Abbreviated title||ICTL 2022|
|Period||15/11/22 → 16/11/22|