WebPA Student Surveys

As part of the evaluation activity undertaken by the WebPA Project or pilot implementations, student surveys were conducted at Loughborough University, the University of Hull, and the University of Leeds.

These surveys were conducted independently of each other with each survey being developed separately at each institution to address individual needs, and thus each having a different focus. This makes cross-institutional comparisons challenging. Nevertheless, key points do emerge.

This report includes: had used WebPA during the 2007- • a summary of the survey approaches 2008 academic year. The majority of adopted by each institution questions were the same as those used in the initial survey, thus allowing • key messages arising regarding some comparative analysis to be students’ attitudes towards group work made carried out between the two. • key messages arising regarding This second survey generated 386 students’ attitudes towards peer responses (an 8.5% response rate) from assessment of group work students across 12 different academic • the students’ experiences of using departments. A brief report was WebPA produced in August 2008 summarising the results arising (not available • general conclusions derived from these publically). surveys. The University of Hull Survey approach adopted by each Two separate student cohorts (of Biology Students and Chemistry institution Students) were surveyed. Prior to using Loughborough University WebPA both sets of students were Two surveys were conducted at questioned about their experience Loughborough by the WebPA team. of group work, their preferences with regard to group work, and their The first survey involved a paper-based confidence of using IT systems. questionnaire issued to a single cohort of students from a single engineering After using WebPA the same cohorts department. This resulted in 51 responses were surveyed to measure any impact (a 74% response rate). The main focus of or change in attitude resulting from the the survey was on capturing the students’ experience. experiences and attitudes towards both peer assessment in general, and WebPA In total 177 students responded to the in particular. A brief report was produced pre-survey and 110 students responded in January 2008 summarising the results to the post-survey. A brief report was arising (not available publically).

The second survey involved an online questionnaire which was circulated to ® all students across the University who

WebPA STUDENT SURVEYREPORT

Student Survey Report-B5.indd 1 01/06/2010 13:22:36 01/06/2010 13:22:36 it allowed for the workload to be to the workload for it allowed shared different them to tap into it enabled and competencies strengths ideas to generate more it helped provided a the social aspect working/learning more enjoyable experience. Students’ attitudes towards peer towards attitudes Students’ work assessment of group The surveys conducted at Loughborough University and the • • • • note relating to An interesting aside demonstrated a the survey at Hull those who favoured dichotomy between as a means the use of web technology work interaction of enhancing group discussion boards etc.) (through e-mail, work as a means of enhancing group interaction and a sizeable proportion for who declared a strong preference face to face engagement. At Loughborough a significant majority of students (74.3%) expressed a a preference for modules to include mixture of group work and individual coursework. A sizeable proportion of the students for (45.8%) expressed a preference over groups to be ‘“self-selected’” other means of selection (e.g. seeded groups). With reference to the benefits of group work for students, a significant proportion of the respondents at Loughborough identified group work as contributing to the improvement of their communication skills (75.5%), team working skills (78.4%) and problem solving skills (59.6%). enjoyed working in it provided insights into alternative perspectives and methods of working it allowed them to share knowledge knowledge it allowed them to share and information it enabled them to help and support and it enabled them to help each other • • Students’ attitudes towards group group towards attitudes Students’ work The surveys conducted at the extent University of Hull, and to a lesser generated Loughborough University, data on students’ attitudes towards group work as a learning medium/ experience. In general students had very positive feelings with regard to group work activity. At Hull the vast majority (93%) of students responding had had previous experience of group work. A large proportion of respondents (78.2%) stated that they “ groups”. The benefits of group work that the students identified included: • The University of Leeds The University (29 Design a small cohort At Leeds following were was surveyed students) involving peer a group work exercise the use of WebPA. assessment through asked a series of The students were to measure their questions designed summary A experience. the to response was produced in of the results arising December 2008. produced summarising the findings findings the summarising produced both surveys. arising from 2 STUDENT SURVEYREPORT Student Survey Report-B5.indd 2 Student SurveyReport-B5.indd 3 assessment ofgroupwork. on students’attitudestowardspeer University ofLeedsgenerateddata • through theonlinesurvey)included: Other interestingresponses(received responses. based surveyshowedsimilarlypositive The resultsarisingfromthepaper- • • • • • they were: large proportionsofstudentsstatedthat Through theonlinesurveysimilarly without apeerassessmentelement. expressed apreferenceforgroupwork (paper-based survey)ofstudents only 14.3%(onlinesurvey)and7.8% paper-based survey).Bycomparison online survey, &and72.5%throughthe assessment element(77%throughthe carrying outgroupworkwithapeer expressed aclearpreferencefor generated similarresponses.Students At Loughboroughbothsurveys Loughborough University carry outgroupworktasks (51.3%) had increasedtheirmotivation to stated thatselfandpeer assessment a smallmajorityofstudents who (63.1%). satisfied thattheassessment was fair would remainanonymous(73.3%) confident thattheirassessment (70.4%) assessing theirownperformance comfortable withteammembers (87.1%) performance ofteammembers comfortable withassessingthe performance (79.8%) comfortable withassessingtheirown paper-based survey). impact hadnotbeenincludedonthe a negativeimpact.(Thequestionof 3.1% ofrespondentsfeltthatithad produced (53.4%).Bycomparisononly (54%) andthestandardofwork impact uponoverallperformance the opinionthatithadapositive assessment asmallmajorityexpressed In measuringtheimpactofpeer (72.6%) skills. (77.7%) andselfreflection/appraisal improved theirskillsinpeerappraisal peer assessmenthadimprovedormuch students statedthattheexperienceof Additionally, asignificantmajorityof mirrored inthepaper-based survey. Again, theseresponserateswere • • had beenfairlymarked. 80% feelingthattheirown contribution assessed theirpeers’work fairly, and respondents oftheopinionthattheyhad assessment as“fairer”,with92%of students describedtheuseofpeer Here asignificantmajority(90%)of survey usedadifferentsetofquestions. conducted atLeeds,althoughthis more orlessreflectedinthesurvey Loughborough Universitystudentswere towards peerassessmentfoundat The generallypositiveattitudes University ofLeeds assessed bytheirpeers(38.2%). because theyknewwerebeing who statedthattheydidmorework and asignificantminorityofstudents scores thattheygave(59.2%) team membershadinfluencedthe relationships theyhadbuiltupwith a majority who expressedthat 01/06/2010 13:22:37 3 STUDENT SURVEYREPORT 01/06/2010 13:22:37 ” (80.7%) The WebPA software was easy to software The WebPA The marking scheme/criterion were I was provided with enough I felt that WebPA was secure” I felt that WebPA It was easy to access WebPA to It was easy to access WebPA navigate” (92.2%). easy to understand” (80.4%) information about the assessment information about the assessment within the software (90.9%) submit my marks” (91.1%) In addition, only a relatively small In addition, only a relatively small felt proportion of respondents (25.7%) option they needed to use the ‘“Help’” when completing their within WebPA assessment. The majority of students responding to the Loughborough survey (54.3%) remarked that, given the choice, they in other would like to use WebPA modules on their course. Similarly positive responses were given by those surveyed at the University of Leeds and the University of Hull. • “ • “ • “ • “ Students’ experience of using of experience Students’ WebPA institutions at each of the The surveys to a greater or touched upon - involved experience - the students’ lesser extent of using WebPA. favourably upon Students commented to record WebPA the ease of using assessment. The their self and peer surveys larger of the Loughborough majority resulted in an overwhelming with the of respondents agreeing statements: • “ to .” .” .” I think that for the work to be peer I would be interested toI would be know There is no need to see who assessed is good, but I do not think that these scores should affect the final marks in a huge way how I was marked but making it anonymous makes people answer more truthfully said what, but it is helpful to know said what, but it is helpful to know how the others have viewed your to contribution so that you know what work on for next time • “ • “ Other notable results included a included results notable Other who felt that of students (63%) majority team work more when they learned a significant assessed, and was peer contributed (46%) who felt they minority assessed. work was peer more when question “ In response to the think that peer what extent do you affect a student’s assessment should assessment mark for the peer that, assignment?” it was interesting positive despite the overwhelmingly above, that a responses noted of students (70%) significant majority should felt that peer assessment the not contribute more than 40% of total marks allocated, with half of the these feeling of the opinion that 10%. contribution should be less than This survey invited free comment upon which allowed students to touch a number of issues, with the issues fairness and of feedback, anonymity, being readily discussed. Notable comments included: • “ 4 STUDENT SURVEYREPORT Student Survey Report-B5.indd 4 At Hull, the 2 two cohorts of students • students believe that group surveyed after using WebPA commented work helps them to develop that it was easy to understand and key transferable skills such as apply the marking scheme (92% and communication, problem solving, 97%). Similarly positive responses and team work were provided as to the fairness of the • students have a preference for an marking scheme applied (84% and element of self and peer assessment 91%). A good positive conclusion from to be part of the assessment process the survey at Hull was that there was “no negative impact on the students’ • students do not feel that marks enjoyment of group work” arising from derived from peer assessment using WebPA. should exceed 40% of the total marks allocated for a group work At Leeds, students commenting on the exercise REPORT use of WebPA to record self and peer • students feel that peer assessment assessment noted that it was “easy” of group work increases their to provide assessment of their peers motivation to work well (80%), and that the prompts provided allowed them to comment on all relevant • students consider peer assessment aspects of their peers’ contributions to be a more “fair” method of (84%). assessment • students on the whole believe that General conclusions peer assessment has a positive impact upon group performance In reviewing the surveys conducted it should be noted that, as different • students feel that feedback, surveys were conducted at each of anonymity, and fairness are key the three institutions involved in the issues in relation to peer assessment evaluation exercise, that comparisons • students like WebPA and find it to be are difficult. straightforward and easy to navigate/ use Nevertheless, the relatively large sample sizes involved at both Loughborough • students would like to use WebPA and Hull, and the commonality and more for peer assessment of group strength of responses received, allow us work when appropriate to draw key conclusions from the data • there was no negative impact on arising with a high degree of confidence students’ enjoyment of group work in their reliability. arising from the use of WebPA.

These conclusions are that:

• students enjoy the opportunity to engage in group work • students recognise a number of learning opportunities and benefits arising from engaging in group work STUDENT SURVEY

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