Team Assessment and Self-Assessment – Can High School Students Do It?

Abstract

In this paper, we describe our findings from a two-year implementation of team-based learning in a high school setting. We incorporated team-based programming projects into our programming classes and engaged students in various forms of assessment, ranging from peer review of their classmates’ projects, to performance evaluation of teammates, and self-assessment. We are particularly concerned with the latter two. As evident from our observations in class, from data collected during the various activities in which students participated, and from the final questionnaires, students rated the team projects as attractive and beneficial, but many of them struggled with the evaluation activities, which they were only able to master to a certain extent. Specifically, self-assessment proved to be a big challenge for them.