How Student Generated Peer-Assessment Rubrics use Affective Criteria to Evaluate Teamwork

Student generated rubrics that were designed to peer assess contribution to teamwork mainly use terms that conform to Krathwohl’s (1964) affective domain. We have used the affective domain to map the criteria that students use in order to find opportunities to further guide our development and scaffolding of teamwork skills. We are confident that our students are valuing skills within the affective domain as an important contribution to teamwork, but we find that they are making tacit assumptions about the lowest level of the domain – receiving skills. We aim to use this data to support the conscious development of receiving skills, with the aim of promoting team integration.