Assessing contributions to group assignments

Lucy Johnston, Lynden Miles

Research output: Contribution to journalArticlepeer-review

117 Citations (Scopus)


We report the use of a combination of self- and peer-assessment in an undergraduate social psychology laboratory course. Students worked in small groups on a self-directed empirical project that they each wrote up independently as a laboratory report. Marks for the written assignment were moderated by a contribution index measure based on the self- and peer-assessment measures. Our analyses indicated that: (i) students took the peer-assessment process seriously, clearly differentiating between group members on the contributions questionnaires; (ii) students show a self-bias, rating their own contribution to the group task higher than that of other group members; (iii) for a large majority of students the contribution index resulted in very little moderation of the final assignment marks; (iv) there was a strong correlation between the contribution index and the overall assignment score. Implications for the assessment of group work are considered.

Original languageEnglish
Pages (from-to)751-768
Number of pages18
JournalAssessment and Evaluation in Higher Education
Issue number6
Publication statusPublished - 2004
Externally publishedYes


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