Group-work: automated peer assessment,
moderation and feedback
School of Engineering
Univ of Liverpool L&T Conf 23 June ‘10
Good way for students to get to know themselves and each other.
Reflection of own and others contributions.
Achieve outcomes that couldn’t be achieved individually.
Simulate real-life experiences (key for Engineers’ employability) &
practice project management theory
Reduce the amount of assessment (single group output) & allows
an assessment of students’ contributions without an academic
having to observe everything
Why do group/team work?
How is group/team work developed within
the Engineering curriculum?
Year 1: Short “active learning” experiences (labs, design-build-test) & a
superficial introduction to team roles. Some reflection on team dynamics and
Year 2: Theories of team-work and project management are taught. Group
activities vary from half-day to whole-year. Reflection on contribution, and
peer moderation of group marks for group output(s)/achievements.
Year 3&4: Formal “capstone” industry-facilitated 1-2 year team projects
(required for accreditation).
Problems/concerns: group membership, dealing with conflict
and lack of contribution; assessment and peer moderation criteria and
What is peer moderation?
Process to allow individual contribution to a group activity to be “rewarded”:
i.e. individual mark = group mark x “peer moderation factor”
How do we do it?
1. Single group mark awarded for each assessed output.
2. Academic decides on criteria and extent to which individual contribution
should be rewarded.
3. Students rate their own and others contributions against these criteria.
4. Use an algorithm to produce an individual “peer moderation factor” for
each student in the group (keeping the average factor as 1)
5. Individual marks obtained
+ 6. FEEDBACK TO STUDENTS (later)