STUDENTS’ SELF AND PEER ASSESSMENT PRACTICES: A CASE OF HYBRID ENTREPRENEURIAL HACKATHON

Abstract

The aim of this study is to empirically explore the student peer review practices as part of project work assessment process. Due to COVID-19 pandemic, a hybrid entrepreneurial hackathon (mixture of face-to-face and virtual learning environment) was arranged, where the students participated in the process of business idea generation and created numerous innovative business ideas while working in respective teams. The ideas were presented to an audience at the end of the event. Based on the literature review, eight variables pertaining to student peer review were selected to be included in this study. Students were divided into teams of six members. Each team member was asked to conduct a peer review of performance of the other team members as well as to give a score out of 5 points. This study follows a quantitative research methodology. Empirical data was collected at the beginning of the hybrid hackathon. One open-ended question related to each student’s responsibility was also asked in the survey. IBM’s SPSS analytical tool for the analysis. The analysis sheds light on the student peer review practices, while comparing the performance against responsibility and delivery of tasks. The result shows that students assess the performance of each team member in comparison to the responsibilities that were given to them. The findings of the study reveal insight into the peer review practices and student’s approach to factors that influence peer review of student performance in a project-based hybrid learning environment.