Examining Student Preferences of Group Work Evaluation Approaches: Evidence From Business Management Undergraduate Students

Abstract

Although there has been increased research attention on the development of peer evaluation instruments, there has been less emphasis on understanding student preferences for specific peer evaluation approaches. The authors used data from a study conducted with undergraduate students in management courses to examine student preferences of group work evaluation approaches and their perceptions about fairness, workload, and due process for each approach. The findings suggest that students prefer a confidential questionnaire to conduct peer evaluations and perceive it to be the fairest approach, although also reducing concerns for evaluating shared workload. However, there was evidence that student perceptions of due process in approaches without an instructor's involvement were lower.