Who engaged in the team-based assessment? Leveraging EdTech for a self and intra-team peer-assessment solution to free-riding

Abstract A STEM-based faculty in an Australian university leveraged online educational technology to help address student and academic concerns associated with team-based assessment. When engagement contribution of all team members cannot be assured, assessment can become unfair inaccurate measure competency. This case study explores the design capacity self intra-team peer-assessment teamwork strategy enable peers hold each other accountable during assessments. Analysis interactions across 39 subjects that implemented 2020, revealed average 94.4% students completed task when designed as part a summative The analysis also 10.3% were held by their peers, receiving feedback indicating skills behaviours below required minimum standard. Furthermore, was successfully cohorts ranging from seven over 700 students, demonstrating scalability. Thus, this provided teaching teams evidence while enabling for contributing task. Lastly, pairs any discipline-specific assessment, it method could used consistently its schools support management