Monitoring mining engineering undergraduate perceptions of contribution to group project work

Beamish, B; Kizil, M; Willey, K; Gardner, AP

Monitoring mining engineering undergraduate perceptions of contribution to group project work

Beamish, B Kizil, M Willey, K

Gardner, AP

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Publisher:: The School of Mechanical Engineering, The University of Adelaide
Publication Type:: Conference Proceeding
Citation:: Proceedings of the 20th Australasian Association for Engineering Education Conference, 2009, pp. 318 - 325
Issue Date:: 2009-01

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Field	Value	Language
dc.contributor.author	Beamish, B	en_US
dc.contributor.author	Kizil, M	en_US
dc.contributor.author	Willey, K https://orcid.org/0000-0003-1478-0346	en_US
dc.contributor.author	Gardner, AP https://orcid.org/0000-0003-2764-591X	en_US
dc.contributor.editor	Kestell, DC	en_US
dc.contributor.editor	Grainger, DS	en_US
dc.contributor.editor	Cheung, PJ	en_US
dc.date	2009-12-06	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	Proceedings of the 20th Australasian Association for Engineering Education Conference, 2009, pp. 318 - 325	en_US
dc.identifier.isbn	1-876346-59-0	en_US
dc.identifier.uri	http://hdl.handle.net/10453/11049
dc.description.abstract	A combination of self and peer assessment is a powerful and rich teaching and learning management tool that can be used to monitor and evaluate group performance in project work. An on-line system (SPARKPLUS â Self and Peer Assessment Resource Kit) has been developed to simplify this process for the academic. This system generates factors for both the peer assessment weighting to be applied for individual contribution and the studentâs perception of their contribution compared to their peers by using key assessment criteria and a rigorous algorithm that is applied to the student evaluations of themselves and their peers. This paper describes and evaluates the introduction of SPARKPLUS to assess the performance of Mining Engineering Undergraduates in Year 3 at The University of Queensland in the first semester of 2008 in two of their core undergraduate courses that required group project work to be completed for assessment. The results obtained from this initial trial show the potential for improving student behaviour in group work through a structured approach to monitoring and feedback of their performance. It was found that male students with GPAs â¤ 5 tend to overestimate their contribution to group work more frequently than their peers whereas the opposite applies for male students with GPAs > 5.	en_US
dc.publisher	The School of Mechanical Engineering, The University of Adelaide	en_US
dc.relation.ispartof	Proceedings of the 20th Australasian Association for Engineering Education Conference	en_US
dc.relation.ispartof	Annual Conference of Australasian Association for Engineering Education	en_US
dc.title	Monitoring mining engineering undergraduate perceptions of contribution to group project work	en_US
dc.type	Conference Proceeding
utslib.location	Adelaide, Australia	en_US
utslib.location.activity	Adelaide, Australia	en_US
utslib.for	0913 Mechanical Engineering	en_US
dc.location.activity	Adelaide, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Civil and Environmental Engineering
pubs.organisational-group	/University of Technology Sydney/Strength - CRIN - Realtime Information Networks
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Adelaide, Australia	en_US
pubs.start-date	2009-12-06	en_US

Abstract:

A combination of self and peer assessment is a powerful and rich teaching and learning management tool that can be used to monitor and evaluate group performance in project work. An on-line system (SPARKPLUS â Self and Peer Assessment Resource Kit) has been developed to simplify this process for the academic. This system generates factors for both the peer assessment weighting to be applied for individual contribution and the studentâs perception of their contribution compared to their peers by using key assessment criteria and a rigorous algorithm that is applied to the student evaluations of themselves and their peers. This paper describes and evaluates the introduction of SPARKPLUS to assess the performance of Mining Engineering Undergraduates in Year 3 at The University of Queensland in the first semester of 2008 in two of their core undergraduate courses that required group project work to be completed for assessment. The results obtained from this initial trial show the potential for improving student behaviour in group work through a structured approach to monitoring and feedback of their performance. It was found that male students with GPAs â¤ 5 tend to overestimate their contribution to group work more frequently than their peers whereas the opposite applies for male students with GPAs > 5.

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http://hdl.handle.net/10453/11049