Programme

Abstract

Computing and information systems curricula routinely include group projects. Group projects are seen as having multiple benefits, but generate their own problems. Central among these is how to assess individual contributions to the overall group effort. Self and peer assess me nt has been proposed as a solution to this particular problem [1,2,3]

Commonly, contributions sheets are used to administer self and peer assess me nts. We argue that contribution sheets detract from the student's potential to accept responsibility for their own learning and miss an opportunity to give real authority to students for managing poorly contributing students. They do little to avoid the nuclear option of evicting poor contributors from the group.

Facilitated Peer Assess me nt [4] addresses this problem. This paper describes our experience at Derby , and explores so me of the funda me ntal issues that peer assess me nt raises for the transition from teaching to learning.