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Using the iPeer LMS Feature to Evaluate Peer Participation in Teamwork for Assessment “as learning”: Lessons Learned

  • Adriana BothaEmail author
  • Riana Steyn
  • Lizette Weilbach
  • Erika Muller
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11284)

Abstract

The competency gap between the teamwork skills of undergraduate students and that, which is required by employers, has caused many undergraduate programmes within a faculty at an urban University in South Africa to introduce learning outcomes, which focus specifically on teamwork skills and student participation within teams. Despite the provision of well-designed rubrics, module lecturers and support staff reported to still have limited control over team dynamics and outcomes of peer assessments. The educational consultant at this University identified the iPeer tool for formative assessment of teamwork participation within the official LMS of the institution. The paper illustrates that iPeer provides module lecturers with the opportunity to utilise technology for assessment ‘as learning’. An iPeer research collaborative team was established and some module lecturers opted to pilot the tool as part of their large group projects.

The purpose of this paper is to share with other academics the lessons learned from implementing the iPeer tool to create an awareness of the online technology available to assist with peer participation evaluation challenges. This is done by reporting on the insights gained from the pilot projects, with the aim of sharing assessment possibilities that could influence individual behaviour in teams and as a result contribute to improved teamwork skills such as communication, collaboration and the ability to meet team deadlines. The learning is based on peer feedback which is readily available to all team members.

Keywords

Peer participation evaluation (PPE) Teamwork skills Assessment as learning LMS feature iPeer tool 

Notes

Acknowledgements

A big thank you to Lisa Ransom from the Centre for Learning and Teaching at the Auckland University of Technology, who shared her insights and students’ feedback with us.

A special thank you to Lucas du Plessis and Saija Bezuidenhout from our University for their invaluable support for and feedback on this project.

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Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.Department of InformaticsUniversity of PretoriaPretoriaSouth Africa
  2. 2.Department of ENGAGEUniversity of PretoriaPretoriaSouth Africa

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