An analysis of teamwork based on self and peer evaluation in higher education

• Published in: Assessment and evaluation in higher education Vol. 46; no. 2; pp. 191 - 207
• Main Authors: Planas-Lladó, Anna, Feliu, Lidia, Arbat, Gerard, Pujol, Joan, Suñol, Juan Jose, Castro, Fransesc, Martí, Carolina
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 17.02.2021; Taylor & Francis Ltd
• Subjects: assessment; College Students; Educational evaluation; Elementary school students; Group Activities; Group Dynamics; Higher education; Peer Evaluation; Peers; Scores; Self evaluation; Self Evaluation (Individuals); Students; Teamwork
• ISSN: 0260-2938; 1469-297X
• DOI: 10.1080/02602938.2020.1763254

Teamwork is one of the most important competences for most professionals, and it is therefore imperative that it be included in university education programmes, yet its evaluation continues to pose challenges. This paper reports on part of a study into the self and peer evaluation of teamwork, research which was carried out in order to analyse teamwork dynamics among students on degree courses in different disciplines, and how these relate to the outcome of teamwork and the grades obtained by each team member. The views of 351 students studying five subjects on five different degree courses were analysed, with participants divided into 95 groups. The results show that effective teamwork is related to higher grades and higher quality products. The weighting of the grade awarded to teamwork in the final subject grade conditions students' assessment of how well the team has functioned, as does the grade each student receives from their teammates. Those teams that view their team as functioning best distribute equal grades among their teammates. The results also show that those students who assess themselves positively do the same for their peers.