Investigating the allocation and corroboration of individual grades for project-based learning |
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| Affiliation: | 1. Sam Houston State University, United States;2. University of Johannesburg, South Africa;3. Indiana University, United States;1. Department of Psychology, University of Copenhagen, Denmark;2. Department of Psychology, University of Southern Denmark, Denmark;1. Empirical School Research, University of Cologne, Gronewaldstr. 2, 50931 Cologne, Germany;2. Martin Rothland - University of Siegen, Adolf-Reichwein-Str. 2, 57068 Siegen, Germany |
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| Abstract: | Concerned with grade allocation, contribution and an emphasis on final product production in a project-based class, a study was conducted in order to investigate methods in which to address these issues. The researcher of the study, also the teacher, utilised a technical action research approach with two cycles in order to investigate his own classroom practice at a private university. The researcher created and ran two projects with the class to coincide with each cycle. Results were collected in the form of passive observation, a questionnaire, reflections, self-assessments, group-evaluations, and wiki logs. Results from the study yielded a number of aspects for practitioners to consider when developing project-based assessment, and a discussion on aspects of group assessment including free-riders, co-created assessment, and weightage, and validation. |
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| Keywords: | Action research Project-based assessment Co-created assessment Self-assessment Wiki |
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