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eBook References

Baker, T., & Clark, J. (2011). Cooperative Learning Lecturer Training Programme. Ako Aotearoa National Centre for Tertiary Teaching Excellence.

 

Botha, A., Bezuidenhout, S., Plessis, L. de, Muller, E., Steyn, R., Weilbach, L., Jansen, R., Maritz, J., & Cronje, T. (2019). Implementing an Online Tool for Teamwork Assessment in Real Time: A Faculty Initiative Across Disciplines. In D. Remenyi (Ed.), 5th E-Learning Excellence Awards 2019 An Anthology of Case Histories. ACPIL.

 

Bruffee, K. A. (1999). Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Johns Hopkins University Press.

 


Clark, J., & Baker, T. (2015). Co-operative Learning Made Easy. A Practical Guide to Working with Tertiary Student Groups. Ako Aotearoa | National Centre for Tertiary Teaching Excellence.

 

Davis, B. G. (1993). Collaborative Learning: Group Work and Study Teams. In Tools for teaching (pp. 147–152).

 

Deacon Carr, S., Herman, E. D., Keldsen, S. Z., Miller, J. G., & Wakefield, P. A. (2005a). Peer Feedback. In The Team Learning Assistant Workbook. McGraw Hill Irwin.

 

Deacon Carr, S., Herman, E. D., Keldsen, S. Z., Miller, J. G., & Wakefield, P. A. (2005b). The Team Learning Assistant Workbook. McGraw Hill Irwin.

 

Dodd, P., & Mellalieu, P. J. (2019a, November 28). Enhancing Career-Ready Competencies in Diverse Teams Through Group Peer Feedback. Ako Aotearoa New Zealand Conference Talking Teaching 2019: Diverse Learners, Inclusive Teaching, Unitec Institute of Technology, Auckland.

 

Dodd, P., & Mellalieu, P. J. (2019b, November 28). Enhancing Career-Ready Competencies in Diverse Teams Through Teammate Peer Feedback [Conference Presentation]. Peer Assess Pro/Ako Aotearoa Academy of Tertiary Teaching Excellence.

 

Duhigg, C. (2016, February 25). What Google Learned from its Quest to Build the Perfect Team. The New York Times.

 

Edmondson, A. (1999). Psychological Safety and Learning Behavior in Work Teams. Administrative Science Quarterly, 44(2), 350–383.

 

Edmondson, A. C., & Lei, Z. (2014). Psychological Safety: The History, Renaissance, and Future of an Interpersonal Construct. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 23–43.

 

Emerson, L., MacKay, B. R., Funnell, K. A., & MacKay, M. B. (2002). Writing in a New Zealand Tertiary Context: WAC and Action Research. Language and Learning across the Disciplines, 5(3), 110–133.

 


Employers Want to See These Attributes on Students’ Resumes
. (2018, December 12). NACE Center for Career Development and Talent Acquisition.

 

Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (Kindle; 2 edition). Jossey-Bass.

 

Geertshuis, S., & Lewis, N. (2020). Future Ready Graduates: Embedding Employability in the Curriculum: Strategies for the Development of Future-Ready Employability Attributes Within Advanced and Research Informed Programmes. Ako Aotearoa National Centre for Tertiary Teaching Excellence.

 

Gibbs, G. (2009). The Assessment of Group Work: Lessons from the Literature. Assessment Standards Knowledge Exchange, 1–17.

 

Gigch, J. P. V. (1978). Applied General Systems Theory (2nd ed.). Harper & Row.

 

Google re:Work. (n.d.). Understand Team Effectiveness [Guide]. Retrieved November 18, 2019, from

 

Great Schools Partnership. (2013, May 15). Authentic Learning Definition. The Glossary of Education Reform.

 

Heen, S. (2015, June 22). How to Use Others’ Feedback to Learn and Grow. TEDx.

 

Heen, S., & Stone, D. (2014). Find the Coaching in Criticism. Harvard Business Review, 9.

 


IEA Graduate Attributes and Professional Competencies
. (2013). International Engineering Alliance Secretariat.

 


Job Outlook 2019
. (2018). National Association of Colleges and Employers (NACE).

 

Kagan, S. (1995). We Can Talk: Cooperative Learning in the Elementary ESL Classroom. ERIC Digest.

 

Kendall, M. G., & Gibbons, J. D. (1990). Rank Correlation Methods (5th edition). Oxford University Press.

 

Kendall, Maurice. G., & Babington-Smith, B. (1939). The Problem of m Rankings. The Annals of Mathematical Statistics, 10(3), 275–287.

 

Lake Wobegon: The Lake Wobegon Effect. (2017). In Wikipedia.

 

Leberman, S., & Mellalieu, P. J. (1996, June). Alp-Devco and the Action Learning Programme: A Trojan Horse for Moving from Mystery to Mastery [training Educators to Use Experiential Education Using an Isomorphically-Framed Training-Products Development Company]. Action Learning, Action Research &  Process Management Professional Conference (ALARPM), University of Queensland, Brisbane.

 

Loughry, M. L., Ohland, M. W., & Woehr, D. J. (2014). Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools. Journal of Marketing Education, 36(1), 5–19.

 

Marquardt, M. J. (2004). Optimizing the Power of Action Learning: Solving Problems and Building Leaders in Real Time (1st ed.). Davies-Black Publishing.

 

Marquardt, M. J. (2009). Action Learning for Developing Leaders and Organizations: Principles, Strategies, and Cases. American Psychological Association.

 

Mazany, P. (2001). Issues in the Psychological Contract. SmartSims.

 

Mellalieu, P. J. (2015, January 21). Students’ Reflections on a Project-Based Learning Course in Operations Management. Innovation & Chaos … in Search of Optimality.

 

Mellalieu, P. J. (2020a). How to Teach Using Group Assignments: The 7-Step Formula for Fair and Effective Team Assessment [infographic] [Infographic].

 

Mellalieu, P. J. (2020b). Academic Policies for Group Assignments and Peer Assessment. In How to teach using group assignments: The 7 step formula for fair and effective team assessment (ePub 1.0, pp. 37, Table 2.1). Peer Assess Pro.

 

Mellalieu, P. J. (2020c). Five Research Pillars That Underpin Effective Group Assignments and Assessment. In How to teach using group assignments: The 7 step formula for fair and effective team assessment (ePub 1.0, pp. 23, Table 1.2). Peer Assess Pro.

 

Mellalieu, P. J. (2020d). How to Teach Using Group Assignments: The 7 Step Formula for Fair and Effective Team Assessment (ePub 1.0). Peer Assess Pro.

 

Mellalieu, P. J. (2020e, November 5). How to teach using group assignments: The 7 step formula for fair and effective team assessment [Online]. Peer Assess Pro.

 

Mellalieu, P. J. (2021). Do My Teams Agree? Assuring the Validity and Fairness of Peer Assessment Through Quantifying the Extent of Teammate Agreement (Working Paper No. 2021-04–14; Emerging Issues in Peer Assessment Technical Series). Peer Assess Pro Academy.

 

Mellalieu, P. J., & Dodd, P. (2019, November 28). Digital Tools for Enabling Developmental Feedback and Teamwork Grading Through Teammate Peer Assessment. Ako Aotearoa New Zealand Conference Talking Teaching 2019: Diverse Learners, Inclusive Teaching, Unitec Institute of Technology, Auckland.

 

Mellalieu, P. J., & Hooper, J. (1994, December). A Vision for the Information Technology Experience in a University-Based Business School. Australia and New Zealand Academy of  Management Conference (ANZAME), Wellington, New Zealand.

 

Mellalieu, P. J., Mirzaei, M., & Dodd, P. (2019, August 10). The Positive Feedback Loop that Improves Team Effectiveness. Peer Assess Pro

 

Mellalieu, P. J., & Quifors, S. (2018). The Role of Flipped Classroom Tests and Teammate Peer Assessment in a Postgraduate Professional Practice Course in Organisation Development [Working Paper]. Otago Polytechnic Auckland International Campus.

 

Mentzer, N., Laux, D., Zissimopoulos, A., & Richards, K. A. R. (2017). Peer Evaluation of Team Member Effectiveness as a Formative Educational Intervention. Journal of Technology Education, 28(2).

 

Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2002). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Greenwood Publishing Group.

 

Michaelsen, L. K., & Sweet, M. (2012). Fundamental Principles and Practices of Team-Based Learning. In Team-Based Learning in the Social Sciences and Humanities: Group Work that Works to Generate Critical Thinking and Engagement. Stylus Publishing, LLC.

 

Ohland, M. W., Loughry, M. L., Woehr, D. J., Bullard, L. G., Felder, R. M., Finelli, C. J., Layton, R. A., Pomeranz, H. R., & Schmucker, D. G. (2012a). APPENDIX B: Behaviorally Anchored Rating Scale (BARS) Version, from Comprehensive Assessment of Team Member Effectiveness. Academy of Management Learning & Education, 11(4), 609–630.

 

Ohland, M. W., Loughry, M. L., Woehr, D. J., Bullard, L. G., Felder, R. M., Finelli, C. J., Layton, R. A., Pomeranz, H. R., & Schmucker, D. G. (2012b). The Comprehensive Assessment of Team Member Effectiveness: Development of a Behaviorally Anchored Rating Scale for Self-and Peer Evaluation. Academy of Management Learning & Education, 11(4), 609–630.

 

Parker, R., & Coykendall, S. (2012). Rate Your Mate®: A Peer Review Process that Facilitates & Assesses Collaboration in Student Groups. Brain-Based Learning and Teaching, 31–33.

 

Penprase, B. E. (2018). The Fourth Industrial Revolution and Higher Education. In N. W. Gleason (Ed.), Higher Education in the Era of the Fourth Industrial Revolution (pp. 207–229). Springer Singapore.

 

Quinn, R. E., Bright, D., Faerman, S. R., Thompson, M. P., & McGrath, M. R. (2015). Understanding Self and Others. In Becoming a Master Manager: A Competing Values Approach (6 edition). Wiley.

 


Return Path: Reorienting Human Resource Management Around Team Effectiveness [Case Study]
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Ríos, I. de los, Cazorla, A., Díaz-Puente, J. M., & Yagüe, J. L. (2010). Project–Based Learning in Engineering Higher Education: Two Decades of Teaching Competences in Real Environments. Procedia – Social and Behavioral Sciences, 2(2), 1368–1378.

 

Sedikides, C., & Strube, M. J. (1995). The Multiply Motivated Self. Personality and Social Psychology Bulletin, 1330–1335.

 

Shannon, L.-J. (2016). Developing Project Based Learning, Integrated Courses from Two Different Colleges at an Institution of Higher Education: An Overview of the Processes, Challenges, and Lessons Learned. Information Systems Education Journal (ISEDJ), 14(3), 8.

 

Sisk, R. J. (2011). Team-Based Learning: Systematic Research Review. Journal of Nursing Education, 50(12), 665–669.

 

Sprague, M., Wilson, K. F., & McKenzie, K. S. (2019). Evaluating the Quality of Peer and Self Evaluations as Measures of Student Contributions to Group Projects. Higher Education Research & Development, 38(5), 1061–1074.

 

Stone, D., & Heen, S. (2014). Thanks for the Feedback: The Science and Art of Receiving Feedback Well (even When It Is Off Base, Unfair, Poorly Delivered, and Frankly, You’re Not in the Mood). Viking.

 

Sweet, M., & Michaelsen, L. K. (2012). Fundamental Principles and Practices of Team-Based Learning. In Team-Based Learning in the Social Sciences and Humanities: Group Work that Works to Generate Critical Thinking and Engagement. Stylus Publishing, LLC.

 

Tillema, H., Leenknecht, M., & Segers, M. (2011). Assessing Assessment Quality: Criteria for Quality Assurance in Design of (peer) Assessment for Learning – a Review of Research Studies. Studies in Educational Evaluation, 37(1), 25–34.

 


Transforming Higher Education through Project-Based Learning
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Turner, K., Ireland, L., Krenus, B., & Pointon, L. (2011). Collaborative Learning: Working in Groups. In Essential Academic Skills (2nd ed., pp. 193–218, chap. 9). Oxford University Press.

 

Turoff, M., & Linstone, H. A. (2002). The Delphi Method-Techniques and Applications.

 

Vygotsky, L. S. (1980). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

 

Wurdinger, S. (n.d.). Project-Based Learning [PBL] is Making Headway in Higher Education. PblWorks. Retrieved August 4, 2020, from

 

Wurdinger, S. D. (2016). The Power of Project-Based Learning: Helping Students Develop Important Life Skills. Rowman & Littlefield.

 

Zhang, A. (2012). Peer Assessment of Soft Skills and Hard Skills. Journal of Information Technology Education: Research, 11(1), 155–168.

 

Zhang, B., & Ohland, M. W. (2009). How to Assign Individualized Scores on a Group Project: An Empirical Evaluation. Applied Measurement in Education, 22(3), 290–308.

 

Further reading




25 years of the Washington Accord 1989–2014: Celebrating international engineering education standards and recognition
. (2014). International Engineering Alliance Secretariat.

Adachi, C., Tai, J. H.-M., & Dawson, P. (2018). Academics’ Perceptions of the Benefits and Challenges of Self and Peer Assessment in Higher Education. Assessment & Evaluation in Higher Education, 43(2), 294–306.

Aggarwal, P., & O’Brien, C. L. (2008). Social Loafing on Group Projects: Structural Antecedents and Effect on Student Satisfaction. Journal of Marketing Education, 30(3), 255–264.

Allan, E. G. (2016). “I Hate Group Work!”: Addressing Students’ Concerns About Small-Group Learning. InSight: A Journal of Scholarly Teaching, 11, 9.

Aminu, N., Hamdan, M., & Russell, C. (2021). Accuracy of Self-Evaluation in a Peer-Learning Environment: An Analysis of a Group Learning Model

Ashraf, M. (2004). A Critical Look at the Use of Group Projects as a Pedagogical Tool. Journal of Education for Business, 79(4), 213–216.

Bacon, D. R., Stewart, K. A., & Anderson, E. S. (2001). Methods of Assigning Players to Teams: A Review and Novel Approach. Simulation & Gaming, 32(1), 6–17.

Badea, G., & Popescu, E. (2020). Using Peer Assessment in Conjunction with Project-Based Learning: A Comparative Study. 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT), 376–380.

Baker, T., & Clark, J. (2011). Cooperative Learning Lecturer Training Programme. Ako Aotearoa National Centre for Tertiary Teaching Excellence.

Bollo, M. (2010). Planning for Success–Effective Student Proposals for Civil Engineering Capstone Design Projects. Capstone Design Conference 2010.

Botha, A., Bezuidenhout, S., Plessis, L. de, Muller, E., Steyn, R., Weilbach, L., Jansen, R., Maritz, J., & Cronje, T. (2019). Implementing an Online Tool for Teamwork Assessment in Real Time: A Faculty Initiative Across Disciplines. In D. Remenyi (Ed.), 5th E-Learning Excellence Awards 2019 An Anthology of Case Histories. ACPIL.

Botha, A. J. M., & Steyn, A. A. (2020). Student-Faculty Partnership in Design: Evaluating a Co-Creation Practice and Sharing of Findings Within the South African Higher Education Context. South African Journal of Higher Education, 34(5), 166–176.

Boud, D., & Molloy, E. (2013). Rethinking Models of Feedback for Learning: The Challenge of Design. Assessment & Evaluation in Higher Education, 38(6), 698–712.

Brookfield, S. (n.d.). The Getting of Wisdom: What Critically Reflective Teaching is and Why It’s Important. 25.

Brown, G., Bull, J., & Pendlebury, M. (1997). Assessing Student Learning in Higher Education. Routledge.

Brown, S. (2005). Assessment for Learning. Learning and Teaching in Higher Education, 81–89.

Bruffee, K. A. (1999). Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Johns Hopkins University Press.

Brunei, F. F., & Hibbard, J. D. (2006). Using Innovations in Student Teaming to Leverage Crossfunctional and Marketing Learning: Evidence from a Fully Integrated Undergraduate Core. Marketing Education Review, 16(3), 15–23.

Brutus, S., & Donia, M. B. L. (2010). Improving the Effectiveness of Students in Groups With a Centralized Peer Evaluation System. Academy of Management Learning & Education, 9(4), 652–662.

Burke, A. (2011). Group Work: How to Use Groups Effectively. Group Work, 11(2), 87–95.

Burke, C. S., Shuffler, M. L., Salas, E., & Gelfand, M. (2010). Multicultural Teams: Critical Team Processes and Guidelines. In Going global: Practical applications and recommendations for HR and OD professionals in the global workplace (pp. 46–71, Chapter 3). Wiley.

Camarata, T., & Slieman, T. A. (2020). Improving Student Feedback Quality: A Simple Model Using Peer Review and Feedback Rubrics. Journal of Medical Education and Curricular Development, 7, 238212052093660.

Carless, D. (2015). Excellence in University Assessment: Learning from award-winning practice. Routledge.

Cauwelier, P., Ribière, V. M., & Bennet, A. (2016). Team Psychological Safety and Team Learning: A Cultural Perspective. The Learning Organization, 23(6), 458–468.

Chan, C. T. W., & Sher, W. (2014). Exploring Architecture, Engineering and Construction [AEC] Education through Collaborative Learning. Engineering, Construction and Architectural Management, 21(5), 532–550.

Chapman, K. J., Meuter, M. L., Toy, D., & Wright, L. K. (2010). Are Student Groups Dysfunctional?: Perspectives from Both Sides of the Classroom. Journal of Marketing Education, 32(1), 39–49.

Chapman, K. J., Meuter, M., Toy, D., & Wright, L. (2006). Can’t We Pick our Own Groups? The Influence of Group Selection Method on Group Dynamics and Outcomes. Journal of Management Education, 30(4), 557–569.

Chapman, K. J., & van Auken, S. (2001). Creating Positive Group Project Experiences: An Examination of the Role of the Instructor on Students’ Perceptions of Group Projects. Journal of Marketing Education, 23(2), 117–127.

Chickering, A. W., & Gamson, Z. F. (1987). Seven Principles for Good Practice in Undergraduate Education. American Association for Higher Education Bulletin (AAHE), 3, 3–7.

Clark, J., & Baker, T. (2015). Co-operative Learning Made Easy. A Practical Guide to Working with Tertiary Student Groups. Ako Aotearoa | National Centre for Tertiary Teaching Excellence.

Colbeck, C. L., Campbell, S. E., & Bjorklund, S. A. (2000). Grouping in the Dark: What College Students Learn from Group Projects. The Journal of Higher Education, 71(1), 60–83.

Couturier, M. F., & Bendrich, G. (n.d.). Teaching Process Design in a Multidisciplinary Capstone Design Course. The Canadian Journal of Chemical Engineering, n/a(n/a).

Davis, B. G. (1993). Collaborative Learning: Group Work and Study Teams. In Tools for teaching (pp. 147–152).

Deacon Carr, S., Herman, E. D., Keldsen, S. Z., Miller, J. G., & Wakefield, P. A. (2005). The Team Learning Assistant Workbook. McGraw Hill Irwin.

Deason, E., Efron, Y., Howell, R., Kaufman, S., Lee, J., & Press, S. (2013). Debriefing the Debrief. In C. Honeyman, J. Cobben, & A. Wei-Min Lee (Eds.), Educating Negotiators for a Connected World 2013 (Vol. 4). DRI Press.

Deeter-Schmelz, D. R., Kennedy, K. N., & Ramsey, R. P. (2002). Enriching Our Understanding of Student Team Effectiveness. Journal of Marketing Education, 24(2), 114–124.

Delgado, S. (2017). Thanks for the Feedback: The Science and Art of Receiving Feedback Well. Critical Care Nurse, 37(3), 84–84.

Delice, F., Rousseau, M., & Feitosa, J. (2019). Advancing Teams Research: What, When, and How to Measure Team Dynamics Over Time. Frontiers in Psychology, 10, 1324.

DiazGranados, D., Shuffler, M. L., Wingate, J. A., & Salas, E. (2017). Team Development Interventions. In E. Salas, R. Rico, & J. Passmore (Eds.), The Wiley Blackwell Handbook of the Psychology of Team Working and Collaborative Processes (pp. 555–586). John Wiley & Sons, Ltd.

Dingel, M. J., Wei, W., & Huq, A. (n.d.). Cooperative Learning and Peer Evaluation: The Effect of Free Riders on Team Performance and the Relationship Between Course Performance and Peer Evaluation. Journal of the Scholarship of Teaching and Learning, 13(1), 45–56.

Dochy, F., Segers, M., & Sluijsmans, D. (1999). The Use of Self-, Peer and Co-Assessment in Higher Education: A Review.

Doerry, E., & Palmer, J. D. (2011). Improving Efficacy of Peer-Evaluation in Team Project Scenarios. American Society for Engineering Education, 16.

Dolce, V., Emanuel, F., Cisi, M., & Ghislieri, C. (2020). The Soft Skills of Accounting Graduates: Perceptions Versus Expectations. Accounting Education, 29(1), 57–76.

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Doucet, A., Evers, J., Guerra, E., & Lopez, D. N. (2018). Teaching in the Fourth Industrial Revolution (1 edition). Routledge.

Duhigg, C. (2016). Smarter Faster Better: The Secrets of Being Productive in Life and Business (1 edition). Random House.

Edmondson, A. (1999). Psychological Safety and Learning Behavior in Work Teams. Administrative Science Quarterly, 44(2), 350–383.

Edmondson, A. C., & Lei, Z. (2014). Psychological Safety: The History, Renaissance, and Future of an Interpersonal Construct. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 23–43.

Erez, A., Lepine, J. A., & Elms, H. (2002). Effects of Rotated Leadership and Peer Evaluation on the Functioning and Effectiveness of Self-Managed Teams: A Quasi-Experiment. Personnel Psychology, 55(4), 929–948

Falchikov, N. (1995). Peer Feedback Marking: Developing Peer Assessment. Innovations in Education and Training International, 32(2), 175–187.

Falchikov, N., & Goldfinch, J. (2000). Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks. Review of Educational Research, 70(3), 287–322. JSTOR.

Fanourakis, G. C. (2020). A Project Based Assessment of the Foundation Engineering Course for Large Class Sizes. University of Johannesburg/Faculty of Engineering.

Feichtner, S. B., & Davis, E. A. (1984). Why Some Groups Fail: A Survey of Students’ Experiences with Learning Groups. Journal of Management Education, 9(4), 58–73.

Ference, K., Mackesy, B. L., Reinert, P., & Foote, E. F. (2020). The Importance of Written Feedback on the Individual and Team Performance of Student Pharmacists. American Journal of Pharmaceutical Education, 84(12).

Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (Kindle; 2 edition). Jossey-Bass.

Foldy, E. G., Rivard, P., & Buckley, T. R. (2009). Power, Safety, and Learning in Racially Diverse Groups. Academy of Management Learning & Education, 8(1), 25–41. https://journals.aom.org/doi/abs/10.5465/amle.2009.37012177

Forsythe, A., & Johnson, S. (2017). Thanks, but No-Thanks for the Feedback. Assessment & Evaluation in Higher Education, 42(6), 850–859.

Garner, B. R., Gove, M., Ayala, C., & Mady, A. (2019). Exploring the Gap Between Employers’ Needs and Undergraduate Business Curricula: A Survey of Alumni Regarding Core Business Curricula: Industry and Higher Education.

Gatfield, T. (1999). Examining Student Satisfaction with Group Projects and Peer Assessment. Assessment & Evaluation in Higher Education, 24(4), 365–377.

Geertshuis, S., & Lewis, N. (2020). Future Ready Graduates: Embedding Employability in the Curriculum: Strategies for the Development of Future-Ready Employability Attributes Within Advanced and Research Informed Programmes. Ako Aotearoa National Centre for Tertiary Teaching Excellence.

Gibbs, G. (2009). The Assessment of Group Work: Lessons from the Literature. Assessment Standards Knowledge Exchange, 1–17.

Gibbs, G., & Simpson, C. (2005). Conditions Under Which Assessment Supports Students’ Learning. Learning and Teaching in Higher Education, 3–31.

Goldfinch, J., & Raeside, R. (1990). Development of a Peer Assessment Technique for Obtaining Individual Marks on a Group Project. Assessment & Evaluation in Higher Education, 15(3), 210–231.

Grammenos, R., Garcia-Souto, P., Chester, I., & Gimeno, L. A. (2019). Peer Assessment of Individual Contribution in Group Work: A Student Perspective. European Society for Engineering Education (SEFI), 1594–1606.

Grocutt, A., Barron, A., Khakhar, M., O’Neill, T. A., Rosehart, W. D., Brennan, R., & Li, S. (2020). Development of the Individual and Team Work Attribute Among Undergraduate Engineering Students: Trends Across 4 Years of Assessment. Proceedings of the Canadian Engineering Education Association (CEEA).

Hall, D., & Buzwell, S. (2013). The Problem of Free-Riding in Group Projects: Looking Beyond Social Loafing as Reason for Non-Contribution. Active Learning in Higher Education, 14(1), 37–49.

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Harms, P. L., & Roebuck, D. B. (2010). Teaching the Art and Craft of Giving and Receiving Feedback. Business Communication Quarterly, 73(4), 413–431.

Hassanien, A. (2006). Student Experience of Group Work and Group Assessment in Higher Education. Journal of Teaching in Travel & Tourism, 6(1), 17–39.

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Heffernan, M., & Pimpa, N. (2019). Globally Transformative Student Experience: Challenges and Opportunities in Learning and Teaching in the Transnational Business Education Program. In A. M. de Albuquerque Moreira, J.-J. Paul, & N. Bagnall (Eds.), Intercultural Studies in Higher Education (pp. 225–253). Springer International Publishing.

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Isaac, M. L. (2012). “I Hate Group Work!” Social Loafers, Indignant Peers, and the Drama of the Classroom. The English Journal, 101(4), 83–89. JSTOR.

Jalili, M., & Shishavan, H. B. (2020). Responding to Student Feedback: Individualising Teamwork Scores Based on Peer Assessment. International Journal of Educational Research Open, 1, 12.


Job Outlook 2019
. (2018). National Association of Colleges and Employers (NACE).

Kagan, S. (1995). We Can Talk: Cooperative Learning in the Elementary ESL Classroom. ERIC Digest.

Karau, S., & Williams, K. (1993). Social Loafing: A Meta-Analytic Review and Theoretical Integration. Journal of Personality and Social Psychology, 65(4), 681–706.

Kaufman, D. B., Felder, R. M., & Fuller, H. (2000). Accounting for Individual Effort in Cooperative Learning Teams. Journal of Engineering Education, 89(2), 133–140.

Kayes, A. B., Kayes, D. C., & Kolb, D. A. (2005). Experiential Learning in Teams. Simulation & Gaming, 36(3), 330–354.

Kemery, E. R., & Stickney, L. T. (2013). A Multifaceted Approach to Teamwork Assessment in an Undergraduate Business Program: Journal of Management Education.

Kendall, Maurice. G., & Babington-Smith, B. (1939). The Problem of m Rankings. The Annals of Mathematical Statistics, 10(3), 275–287.

Kerr, D., & Coleman, S. (2021a, January 21). Self- and Peer-Assessment to Enhance Student Engagement in Undergraduate Group Projects. International Conference on Education and New Developments 2021.

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peer assessment for Team Projects

Peer Assess Pro enhances the fairness and effectiveness of team work using teammate peer assessment. Peer Assess Pro provides team members with personal reports that encourage timely, constructive conversations around team members’ strengths, and opportunities to improve a member’s contribution to their team’s future achievement.

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