With the Team Member Evaluation feature of Peerceptiv, participants can anonymously assess the participation and contributions of their group members and provide comments on them.
With this tool, I as a teacher can:
Easily use Canvas groups for forming groups.
Set assessment criteria on which students must evaluate each other
Allow students to anonymously assess each other’s contributions and effort.
Enable students to assess their own contributions and effort.
Gain insight into how students evaluate their teacher’s guidance.
Inzicht krijgen hoe studenten de begeleiding van hun docent beoordelen.
Students learn to collaborate honestly and transparently with each other
You gain more insight into the group process and/or the individual contributions of the students. This allows you to adjust individual assessments or award bonuses
You encourage students to critically evaluate their own and others’ contributions
For students, it may feel safer to provide feedback online rather than face-to-face.
In addition to assessing their team and themselves on group/individual contributions, students can also evaluate the submitted work of other groups.
When does this tool work best?
To start with peer and/or self-assessment, it is important to first decide what the students will assess: the final result (and possibly the individual contribution of the student) or the group process (and possibly the individual role of the student).
Before using the tool, think about which method you want to use for peer and/or self-assessment. Read this article for more information on the various methods.
Using a rubric will help students to assess more objectively and effectively. Once students have more experience with peer/self-assessment, you can determine the criteria together with them (1).
Emphasise the importance of honest criticism and train students in giving feedback during the group process.
Discuss the process and its purpose with the students: “We are here to learn from each other, and you help each other most by being honest.” Midway through the course, you can have the students conduct formative assessments of each other. This gives them the opportunity to adjust their behavior before it affects their grades
(1) Tillema, H., Leenknecht, M., & Segers, M. (2011). Assessing assessment quality: Criteria for quality assurance in design of (peer) assessment for learning–A review of research studies. Studies in Educational Evaluation, 37(1), 25-34.
