The University of Auckland, Auckland University of Technology
Abstract
A reliable assessment strategy for allocating different summative marks for individual contributions in groupwork is a perennial problem that using the TeCTra online tool can resolve. By collecting weekly quantitative and qualitative data to support the individualising of contributions and summative marks the tool supports and scaffolds the studentsâ learning of self and peer assessment understandings, knowledge and skills. This paper discusses the changing design of peer assessment from 1998 to 2008 and the impact of the TeCTRa groupwork tool within a capstone undergraduate subject with large student numbers at UTS. The TeCTra strategy has delivered more diversity of individual summative marks than those reported in the literature and experienced by the authors in the period before the introduction of the tool in 2004. The system for calculating an individual contribution factor has released the academic from the enormous workload otherwise required to process any similar paper-based strategy
