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Using Peer Evaluations as Embedded Assessments: Comparing Teamwork Evaluations for Group Projects in Face-to-Face and Online Classes
Stephen H. Wagner, Cecil F. Wagner, and Olumide Ijose
Governors State University, USA
Volume 15: 2022, pp. 211-228; ABSTRACT
Peer ratings of teamwork associated with a group project assignment within online and face-to-face classes of a graduate-level course in Organizational Behavior were examined in this article. Partial support was found for the hypothesis that peer ratings of teamwork in the initial (i.e., newly developed) online classes would be lower than those in the face-to-face classes offered in the same time period. Also receiving partial support was the hypothesis that peer ratings of teamwork would be more favorable in later online classes that had enhancements to the group project assignment when compared to those in the initial online classes. Post-hoc analyses suggested there were no significant differences in the peer rating of teamwork observed in online and face-to-face classes after enhancements were made to the group project assignment. Discussion focuses on the value of embedded assessments for continuous quality improvement processes associated with curriculum development.
