교양교육 팀 기반 학습에서의 기여도 평가 - 자기평가와 동료평가를 중심으로 -

초록

This study examined the relationship between self and peer assessments for contributions in team-based learning and analyzed self and peer assessment scores submitted by university students (n=352) after team-based learning in an online class of general education, using the SPSS 25.0 program. The results showed that the correlation between self and peer evaluations was highly significant. In an analysis by gender and major fields, however, it was not statistically significant. We also analyzed the narratives on how they and their team members contributed to their team works and reasons for giving the scores. Categorizing the problems regarding role allocation, communication among team members, lack of preparations and disgruntled presentations, we analyzed the narratives on the contributions for their team works. We believe that our study can help to explore ways to improve team-based learning in the future.

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