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How student generated peer-assessment rubrics use affective criteria to evaluate teamwork

How student generated peer-assessment rubrics use affective criteria to evaluate teamwork

Roach, Kate, Smith, Matt S., Marie, Jennifer, Tilley, Emmanuela and Mitchell, John (2017) How student generated peer-assessment rubrics use affective criteria to evaluate teamwork. In: SEFI Annual Conference 2017: Education Excellence for Sustainable Development 18-21/09/2017 – Terceira Island, Azores (Portugal). European Society for Engineering Education (SEFI), Brussels, pp. 1-9.

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Abstract

Student generated rubrics that were designed to peer assess contribution to teamwork mainly use terms that conform to Krathwohl’s (1964) affective domain. We have used the affective domain to map the criteria that students use in order to find opportunities to further guide our development and scaffolding of teamwork skills. We are confident that our students are valuing skills within the affective domain as an important contribution to teamwork, but we find that they are making tacit assumptions about the lowest level of the domain – receiving skills. We aim to use this data to support the conscious development of receiving skills, with the aim of promoting team integration.

Item Type: Conference Proceedings
Title of Proceedings: SEFI Annual Conference 2017: Education Excellence for Sustainable Development 18-21/09/2017 – Terceira Island, Azores (Portugal)
Uncontrolled Keywords: Professional skills, teamwork, affective domain, peer-assessment
Subjects: L Education > L Education (General)
Z Bibliography. Library Science. Information Resources > Z719 Libraries (General)
Faculty / Department / Research Group: Information & Library Services
Related URLs:
Last Modified: 18 Aug 2021 15:44
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/30602

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