# Webinar: How to use peer assessment to identify fee-riders, measure group dynamics and develop soft skills


Company and platform presentation

Challenge Me was founded in 2015 and specializes in peer assessment. It offers a platform enabling students to assess each other, whether on individual productions to develop technical skills, or on group work to develop transversal skills, also known as soft skills.

Challenge Me works in partnership with numerous business schools, engineering schools and universities in France, Switzerland and Canada. The platform is integrated with the leading Learning Management Systems (LMS) on the market, such as Moodle, Blackboard, Brightspace, Camilo and others.

The Challenge Me platform offers a complete solution for peer review, with features tailored to different use cases.

Three specific use cases are discussed in this article:

  • Identifying Free Riders: This use case enables teachers to gain visibility into the contribution of each member of a work group, and to identify students who rely on others or are less involved. Students evaluate each other on criteria such as communication, initiative, quantity and quality of work. This evaluation enables teachers to identify Free Riders and encourage greater student involvement.
  • Measuring group dynamics: This use case aims to encourage students to improve their contribution to group work by receiving feedback at different stages of a project. Students evaluate each other on behavioral criteria throughout the project, enabling them to measure their progress and improve as they go along.
  • Soft skills development: This use case enables students to evaluate each other in different work environments. They evaluate members of other groups with whom they have worked, enabling them to see how group dynamics influence their skills and the importance of adaptability in different work contexts.

Use case 1: Identifying Free Riders

The aim of this use case is to give teachers visibility over the contribution of each member of a working group, and to identify students who are relying on others or who are less involved. Teachers can thus encourage greater student involvement.

An important aspect of this use case is the preventive effect of announcing the assessment on student commitment. When students are informed in advance of the assessment and the criteria taken into account, they tend to be more committed to their group work.

Evaluation results can be used to weight students' final grades. Some teachers choose to use these results to apply malus to Free Riders, while others decide to give more value to students who have invested themselves well in group work.

Using the Challenge Me platform, teachers can implement this use case easily and tailored to their specific needs. They can track students' results and progress using the analysis tools available on the platform.

Use case 2: Measuring group dynamics

The aim of this use case is to encourage students to improve their contribution to group work by receiving feedback at different stages of a project. Students evaluate each other on behavioral criteria throughout the project, enabling them to measure their progress and improve as they go along.

Explaining evaluation at different stages of a project

In this use case, students are assessed at different stages of a group project. This enables them to receive regular feedback on their contribution and behavior throughout the project. Teachers can thus observe how students develop over time.

Use results to visualize group evolution

Evaluation results show how the group has evolved over the course of the project. Teachers can see how each student progresses in his or her contribution to the group work and improves in behavioral skills. This enables them to measure the effectiveness of the group's interactions.

Importance of regular feedback to encourage improvement

By receiving regular feedback throughout the project, students are able to identify their strengths and areas for improvement. This encourages them to become more involved in group work and to develop their behavioral skills.

Possibility of comparing self-assessment with scores received

Students can also compare their self-assessment with the scores they have received from their peers. This enables them to assess their objectivity and adjust their perception of their own contribution to the group.

Use case 3: Developing soft skills

The aim of this use case is to enable students to evaluate each other in different work environments. They evaluate members of other groups they have worked with to see how group dynamics influence their skills, and to understand the importance of adaptability in different work contexts.

Using the Challenge Me platform, students can participate in cross-assessments with other groups, enabling them to see how different group dynamics can influence their skills. By evaluating members of other groups, students can assess their own ability to adapt to different work environments.

Evaluating members of other groups highlights the importance of adaptability and flexibility in different work contexts. Students can observe how factors such as communication, collaboration and initiative vary from group to group, and how these differences influence their cross-disciplinary skills.

By evaluating members of other groups, students can analyze the influence of group dynamics on their skills. They can see how certain behaviors and attitudes can foster better collaboration and performance, while others can hinder teamwork and the achievement of goals.

The results of these cross-assessments can be used to evaluate students' ability to adapt to different work environments. Teachers can use the results to identify areas where students need improvement, and design activities to reinforce the skills needed to adapt to different work contexts.

Introducing the platform and creating a challenge

When creating a challenge on the Challenge Me platform, it's important to understand the different phases of a challenge. In this section, we'll explain the different phases and show you how to create a challenge in Moodle.

Explanation of the different phases of a challenge

A challenge on the Challenge Me platform generally comprises several phases:

  • Submitting work: This phase allows students to submit their work in response to a given instruction. This can include individual productions or group work.
  • Assessment of work: In this phase, students assess the work submitted by their peers according to predefined criteria. This enables them to measure the quality and relevance of their work.
  • Evaluation of group members: In this phase, students evaluate the members of their working group. This measures their contribution, communication, initiative and other criteria related to teamwork.
  • Feedback evaluation: Students evaluate the feedback they receive from their peers. This allows us to measure the quality and relevance of the feedback given.
  • Results: At the end of the challenge, students can consult their results and the feedback they have received. This enables them to see their progress and identify their strengths and areas for improvement.

Demonstration of how to create a challenge in Moodle

To create a challenge in Moodle, simply activate the edit mode and add a Challenge Me activity. You can then choose the challenge model that corresponds to your use case, such as identifying Free Riders, measuring group dynamics or developing soft skills.

Once you've chosen the template, you can set the various phases of the challenge, such as dates, evaluation criteria and instructions for students.

You can also import groups from your LMS or via an Excel file. This allows you to create teams and allocate students according to their needs.

Once the challenge has been created and published, students can access the different phases and evaluate their peers. Results can be consulted at the end of the challenge.

Use simplified or direct mode as required

Challenge Me offers two modes of challenge creation: simplified mode and direct mode.

The simplified mode is recommended for teachers who wish to validate their challenge with the Challenge Me team before publishing it. Once the request has been sent, the team checks the technical feasibility of the challenge and generates it if everything is in order.

The direct mode, on the other hand, allows teachers to fully configure their challenge without prior validation. This offers greater flexibility, but requires a good knowledge of the platform.

Setting dates, criteria and instructions

When creating a challenge, you can set the start and end dates for each phase. You can also authorize late feedback and add start and end notifications.

Evaluation criteria are predefined, but you can modify them or create new ones to suit your needs. Instructions for students can also be customized.

In short, creating a challenge on the Challenge Me platform in Moodle is simple and flexible. You can set the different phases of the challenge, import groups from your LMS or via an Excel file, and customize evaluation criteria and instructions for students. Once the challenge has been published, students can evaluate their peers, consult their results and improve their skills.

Administration interface and results

The administration interface of the Challenge Me platform offers a wide range of features for analyzing peer assessment results. Teachers can view scores and averages by criterion, enabling them to see where students' strengths and areas for improvement lie.

Teachers also have access to details of the assessments and feedback received by each student. This enables them to understand the reasons behind scores and identify areas where students need improvement.

The platform offers a group view, enabling teachers to observe differences in assessment between members of the same group. This can help them better understand group dynamics and identify potential problems.

An important feature of the administration interface is the identification of Free Riders based on scores. Teachers can filter results to identify students who rely on others or who are less involved in group work.

The platform also allows teachers to customize the display of results for students. They can choose to share results with students or keep them confidential. This depends on pedagogical objectives and teacher preference.

In summary, the Challenge Me administration interface provides teachers with a detailed view of peer assessment results. They can view scores, averages, assessment details and feedback received by each student. They can also observe evaluation differences between groups and identify Free Riders based on scores. In addition, they can customize the display of results for individual students.

FAQ

Recommended time for student feedback

It is recommended to allow around a week for students to complete the feedback forms. However, the duration may vary according to the context and constraints of each course. Some teachers devote part of the course to this activity, while others prefer to do it asynchronously. Several factors can influence the time required, such as the number of students and the time allowed for assessment.

Challenges can be carried out in progress or asynchronously

Yes, it's possible to carry out challenges both in class and asynchronously. Both approaches have their advantages and disadvantages. In class, teachers can facilitate understanding of the assessment criteria and encourage relevant feedback. Asynchronously, students have more flexibility in carrying out the assessment, and can take time to reflect before giving feedback.

Recommendations for presenting results to students

The decision to present results to students depends on the teacher's pedagogical objectives and preferences. Some teachers choose to share results with students so that they can see their progress and their strengths and weaknesses. Others prefer to keep results confidential and use them solely for grading purposes. It is important to communicate to students how the results will be used and to encourage them to use the feedback to improve.

Support available for the creation and implementation of challenges

The Challenge Me team is available to support teachers in the creation and implementation of challenges. We offer guides and resources to help you understand how to use the platform and set up the various use cases. What's more, if you have any questions or need further assistance, you can contact us directly and we'll be delighted to help.

Made with VideoToBlog using ChallengeMe Webinar - #4 Identifying free-riders; Measuring group dynamics