Document Type

Conference Proceeding

Publisher

Assocation for the Advancement of Computing Education

Faculty

Community Services, Education and Social Sciences

School

Communications and Multimedia

Comments

This article was originally published as: Luca, J. & McLoughlin, C. (2003). Making Teamwork Equitable with Online Technology: A Case Study. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 2445-2448). Chesapeake, VA: AACE. Copyright by AACE. Reprinted from the Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 with permission of AACE (http://www.aace.org) Original article available here .

Abstract

In many higher education institutions, teamwork is considered an essential part of the syllabus in helping to promote deep and meaningful learning as well as professional skills such as communication, collaboration and leadership skills. However, in many cases students are unhappy with teamwork activities, as they consider the distribution of marks to be unfair. In many cases, team members are all allocated the same mark regardless of the amount of effort or quality of work contributed by each individual. This case study attempts to resolve these issues by presenting a self and peer assessment strategy (supported with online technology) to help redistribute marks within the team, based on individual performance and contributions.

 
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