学术文献库

Comparing with lecturer marked assessments, peer assessment is a more comprehensive learning process and many of the associated problems have occurred. In this research work, we study the peer-assessment impact on group learning activities in order to provide a complete and systematic review, increase the practice and quality of the peer assessment process. Pilot studies were conducted and took the form of surveys, focus group interviews, and questionnaires. Prelimi-nary surveys were conducted with 582 students and 276 responses were received, giving a response rate of 47.4%. The results show 37% student will choose individual work over group work if given the choice. In the case study, 82.1% of the total of 28 students have en-joyed working in a group using Facebook as communication tools. 89.3% of the students can demonstrate their skills through group-working and most importantly, 82.1% of them agree that peer assess-ment is an impartial method of assessment with the help of Facebook as proof of self-contribution. Our suggestions to make group work a pleasant experience are by identifying and taking action against the freeloader, giving credit to the deserving students, educating students on how to give constructive feedback and making the assessment pro-cess transparent to all.