October 10, 2012

Peer Assessment is Not an Elixir for All Group Work Challenges

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Here’s an empirical result I would not have predicted. It emerged in a meta-analysis of research on group learning activities as reported in 32 studies published in Teaching of Psychology between 1974 and 2011. I’ll be doing a detailed highlight of the entire article in an upcoming issue of The Teaching Professor. But the finding that surprised me involved the use of peer assessment within groups: “Our hypothesis of better learning outcomes with peer assessment was not supported. In fact, the data suggest that the opposite pattern may exist.” (p. 164)

Having group members assess each other’s contributions is a common practice. Many teachers use it to encourage students to accept their responsibilities within groups. It’s hard to understand why an approach that aims to get students contributing to the group’s success wouldn’t positively affect learning outcomes. Perhaps the problem is as these authors suggest—group members are more focused on being evaluated by their peers and less committed to learning the material.

Maybe our primary motivation for using peer assessment shouldn’t be as a mechanism for dealing with students who aren’t contributing as they should. It might be better to use peer assessment to teach principles of constructive feedback. Most professionals are expected to offer feedback and otherwise evaluate the work of peers. It’s a complicated skill that requires no small amount of interpersonal finesse. To do it well, students need opportunities to practice delivering this kind of feedback.

I’m not sure that when the peer assessment involves filling out some sort of rating instrument at the conclusion of a project it does much to develop feedback skills. Group members need to discuss rating criteria before they start working together. They need to incorporate some sort of formative assessment as they work so that individuals have the chance to modify their behavior. Moreover, assessment feedback at the end of the project is too late to change what happened in the group. Those discussions need to occur as the group work proceeds, not after the fact.

We’ve still got the problem of individuals who don’t carry their weight in the group. There is evidence (several studies are cited in this meta-analysis) that peer assessment does effectively address that problem. It does motivate members to meet their commitments to the group, but peer assessment doesn’t improve, and maybe even compromises, learning outcomes (as this meta-analysis suggests). Is that too high a price to pay?

Groups can be empowered to deal with nonproductive members in ways other than peer assessment, and some of the approaches are pretty straightforward. It’s difficult to be a silent member in a group if others regularly and directly ask for your opinion and input. Groups can assign preliminary tasks and set deadlines, and use that process to see who does and doesn’t deliver work on time. Groups can put pressure on individual members. Doing so constructively is part of learning how to help groups function productively. All too often when a student in the group isn’t contributing, the group does nothing, and ignoring the problem makes it just that much easier to continue doing nothing.

I don’t think the researchers’ finding that peer assessment didn’t improve learning outcomes is a mandate to abandon use of peer assessment in groups. Rather it challenges us to explore the use of peer assessment. How do we make sure it contributes positively to overall group functioning and encourages individuals to accept their responsibilities? How can it be used so that it develops the feedback skills of individual members? And finally, are there approaches to peer assessment that do promote, not compromise, the learning experiences of group members?

As I’ve been working on this post, I’ve been thinking that peer assessment beautifully illustrates a basic fact of teaching. It looks like the problem is simple; students are not doing their fair share of the work in a group. It looks like the solution is easy; have students assess each other’s contributions. But this unexpected finding yet again confirms that most (I’m tempted to write all) teaching problems and solution are not simple or easily fixed.

Reference: Tomcho, T. J. and Foeis, R. (2012). Meta-analysis of group learning activities: Empirically based teaching recommendations. Teaching of Psychology, 39 (3), 159-169.

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CJ Downes | October 12, 2012

The suggested remedies I have already tried in my online graduate level class. Peer assessment approaches only lead to "everyone was fantastic" type comments; or lead to unpleasantness if a student is honest about the non-participation of another. Group projects degenerate to the one-person group who doesn it all because they can't get any response from others. I have tried community building. I have tried initiatives to reduce isolation and disconnectedness. I am back to having to dictate individual student actions. This loses the benefits of group projects that come not only in the learning about the subject under discussion, but from working successfully in an online collaboration – this I consider to be an essential digital literacy. The group project problem is on Faculty Focus next webinar I see, but quite frankly I can't afford to attend any of these.

Carol Perryman | October 16, 2012

I've had the same results as CJ Downes (from most students) in a series of assignments where students pair up to perform peer review. What has made all the difference is to actually evaluate the evaluation! Students are recognized for their efforts and awarded points for thorough consideration of their colleague's work. Yes, it takes time. But I consider it time well spent.

A bit more detail: the feedback is for a worksheet on searching that requires reflection and revision, throughout. I'm teaching online, and the draft version of the worksheet is posted through Turnitin by the original author. Peer review is done by downloading and commenting on the work using the Word review feature, then uploading the reviewed version. My assessment of the review is done through Turnitin, and students are awarded points (and their own comments receive comments and suggestions. Their contribution to their partner's learning is recognized, but I do see it as an opportunity to help students learn HOW to provide thoughtful critical commentary in support of learning, and I do think that they are learning more through this process.

Jan | October 16, 2012

Interesting findings. It both surprises and doesn't surprise me that peer evaluations fix the non-contributing group member problem yet don't seem to impact learning. After all, the purpose of the device probably originates with trying to fix the problem. I like Carol's tweaks a lot. Some others that I've tried with success include (1) having each member of the group report on how group work was broken up and (2) having students individually reflect on a moment of learning (a "a-ha" moment) that they had while working on the project. I tell them before the group work starts that I will be collecting those two piece of information.


Trackbacks

  1. Peer assessment in high enrollment courses | University of Kentucky Faculty Toolkit
  2. Peer Assessment is Not an Elixir for All Group Work Challenges | Tech Tips and New Technologies for Instructors
  3. Module 3 – Online Collaboration and the Reluctant Contributor | The Future of Distance Learning


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