© Loughborough University 2010
Enabling every team member to Enabling every team member to recognise individual recognise individual
contributions to group workcontributions to group work
Nicola WilkinsonLoughborough, 23 March 2010
© Loughborough University 2010
A well known criticism of assessed group
work is that each student receives the
same team mark, regardless of
individual performance
© Loughborough University 2010
By using WebPA to peer assess group work, each student received an adjusted mark
Marked by students, the people that know!
© Loughborough University 2010
It is a sophisticated, yet quickquick and easyeasy to set up
a formativeformative or summativesummative assessmentassessment.
How do teachers benefit from using WebPA?
© Loughborough University 2008
FlexibilityFlexibility to create assessment criteria, scoring ranges and groups to suit the way you teach, in any any subject disciplinesubject discipline
How do teachers benefit from using WebPA?
© Loughborough University 2010
© Loughborough University 2010
The generation of individual student marks
is automated using a researchedresearched and trustedtrusted
method.
How do teachers benefit from using WebPA?
© Loughborough University 2010
Students are involvedinvolved in the assessment process, reflectingreflecting on their own and their peers’ performance
How do learners benefit from using WebPA?
© Loughborough University 2010
It is a fair and confidentialconfidential way of assessing individuals
within group work activities
How do learners benefit from using WebPA?
© Loughborough University 2010
It positively impacts upon individual performanceperformance and team dynamicsteam dynamics, enriching the overall learning experiencelearning experience.
How do learners benefit from using WebPA?
© Loughborough University 2010
Case Study: Looking at Student Participation in Seminars
• Undergraduate students• 56% return rate• Average of 25 students
broken into groups containing 3 individuals
Criteria•Participating in sub-group preparation•Participation in sub-group presentations•Participation in whole group discussion
© Loughborough University 2010
Case Study: Collaborative creation of a website
• 1st year undergraduate students
• 98% return rate• Avg. 70 students per
cohort
Criteria•Turning up to meetings•Did the preparation work between meetings•Generated materials of the right type and quality•Helped to plan and generate ideas•Staying in touch
© Loughborough University 2010
“Overall, marking is honest and credible”
Dr Keith PondBusiness SchoolLoughborough University
Dr Carol RobinsonAssistant Director (Teaching and Learning) Mathematics Education Centre Loughborough University
“Students are much more satisfied – complaints have almost disappeared.”
© Loughborough University 2010
"WebPA is now embedded in our first year and will be for the next five years. Typically 180-200 students will be subjected to.. [WebPA] ..every year."
Dr Bob Cherry Manchester Metropolitan
University
“We are impressed with the success of the WebPA project and the impact on group work in higher education.”
David KernohanProgramme Manager
eLearning Team JISC
© Loughborough University 2010
Project Website: www.webpa.ac.ukwww.webpa.ac.uk
WebPA Demonstrator: http://webpaos.lboro.ac.uk http://webpaos.lboro.ac.uk
WebPA mail list: http://www.jiscmail.ac.uk/lists/WEBPA.htmlhttp://www.jiscmail.ac.uk/lists/WEBPA.html