Peer marking on a group-based problem solving assessment

Assessment overview

Group-based problem solving is a continuously assessed component of the core year 3 undergraduate physics third year Comprehensives module – a module designed to augment and consolidate students’ problem-solving abilities using material covered in the first two years of the core undergraduate degree. In group-based problem solving students work in teams of 25 to solve a complex problem. The assessment runs over an entire term, in which the students are expected to organise themselves, and, ultimately, present their findings in a half-hour seminar. Unlike most other assessments, their mark is not provided by the module lead, but rather, the entire assessment is peer-based, with the other teams grading each groups seminar. Each individual mark is then determined by peer-to-peer marking within a group, based on the overall grade of the group.

Design decisions

Rationale for the design

The initial motivation for a group-based project was to improve the core physics degree’s provision on training regarding collaborative skills of the students. The idea of the group-based problem solving is to provide an assessment that is as close to the real world working environments as possible, where collaborative groupwork is the norm. Initiated during Curriculum Review, the project ran for the first time for the 2021-22 year 3 cohort. Assessment is entirely conducted by module lead guided peer marking, designed to reflect the environment of a professional scientific research group environment such as a research committee. 

Practicalities

Assessment and provision of feedback

There are two components to the marks given: peer assessment during term for individuals, and then a peer-provided mark given to the whole team based on their end-of-module presentation. The individual peer assessment is in two parts, with one part given in early in the module, providing individuals with an opportunity to reflect & improve, and the final part given at the end. Marks and feedback for all components are split into several categories (for example “attitude” and “participation” are two of the components of the individual peer assessment) and all are sent to and collated by the module leads. Module leads use the peer marks to give a final grade following an elaborate (and also robust & transparent) algorithm.

Student’s perspective

The module component is relatively new, having been introduced as part of Curriculum Review. Students tend to view it as challenging while also having a strong and positive appreciation of the idea and philosophy behind the exercise. One of the greatest challenges for students is working in groups of 25, which occasionally leads to a disproportionate amount of time on internal group organisation. Some students became too concerned with the organisational aspects of the project, at the expense of devoting time & energy to contributing to the physics, which was handled by other members of their group. This aspect wasn’t as well appreciated as much by students, and was something flagged as an unanticipated problem by the module lead, and there are measures in place to improve this for future years

Further observations

This assessment really offers the opportunity to make use of each and everyone’s individual strengths, whilst also permitting individuals to recognise what aspects of teamwork they thrive in, and which areas they might be able to improve on. The use of 100% peer assessment is something that is unusual for the department, and indeed the College, and while it is difficult to execute well, it is something well worth considering for other courses.

Interviews

Pros and cons of exemplars

Pros and cons of exemplars

Pros and cons of exemplars

Dr Iro Ntonia, Centre for Higher Education Research and Scholarship

Strategies on how to successfully use exemplars

Strategies on how to successfully use exemplars

Dr Iro Ntonia, Centre for Higher Education Research and Scholarship

Leadership and Followership

Leadership and Followership

Katie Dallison, Careers Services

Advice when implementing group work

Advice when implementing group work

Dr Iro Ntonia, Centre for Higher Education Research and Scholarship

Why do employers value group work?

Why do employers value group work?

Katie Dallison, Careers Services

What are exemplars?

What are exemplars?

Dr Iro Ntonia, Centre for Higher Education Research and Scholarship

Preparing students for peer assessment

Preparing students for peer assessment

Kate Ippolito, Centre for Higher Education Research and Scholarship

Why do employers value group work?

Why do employers value group work?

Katie Dallison, Careers Services

Designing authentic assessments

Designing authentic assessments

Professor Martyn Kingsbury, Centre for Higher Education Research and Scholarship

How to prepare students for group work

How to prepare students for group work

Dr Iro Ntonia, Centre for Higher Education Research and Scholarship

Different ways of assessing group work

Different ways of assessing group work

Dr Iro Ntonia, Centre for Higher Education Research and Scholarship

Overview

Faculty: Faculty of Natural Sciences
Department: Physics
Module name: Comprehensives
Degree: Biomedical Engineering, Molecular Bioengineering
Module leader: Dr Mitesh Patel 
Level: Year Three
Format: Group work
Approximate number of students:  Full cohort (About 250 students) split into two terms
Duration: Ten weeks (One term)
ECTS: 15

More information

Interviewees: Dr Mitesh Patel
Second interviewee: Dr Isabel Rabey