Peer evaluation in a mandatory cooperative education environment

Abstract

Previous studies with a majority white student population [1] and with a majority black population [2] demonstrated that peer ratings to assess individual performance of team members showed no effects relating to gender but significant effects relating to race. For this study, the student population is majority white, but is from Kettering University, an institution that requires participation in a cooperative education program from the first freshman term. We found in this case no difference among peer ratings based on either gender or race, but the small sample size of female and minority students in the Kettering student population makes further investigation necessary to confirm this result. Supporting the observed trend, we note that the students in the Kettering population are rated more uniformly in teamwork contribution by their peers than in the previously cited studies - there is less score variation. We hypothesize that the required cooperative education experience of the Kettering students has improved their teamwork skills and that the peer ratings correctly reflect this. Further study is proposed to evaluate this hypothesis.