Abstract: The present study was carried out within a systems analysis and design workshop. In addition to the standard analysis and design tasks, this workshop included practices designed to enhance student capabilities related to non-technical knowledge areas, such as critical thinking, interpersonal and team skills, and business understanding. Each task was reviewed and assessed by both the students and the instructor. The main research study objective was to examine the effect of team-based peer-review on the students’ learning process in an information systems workshop, What is presented is data referring to the grading process, to students’ enhanced learning reflected in the narrowing gap between the instructor’s and the students’ grading, as well as the students’ reflections demonstrating their perception of the workshop’s components.

Keywords: Peer review, Team-based peer review, Formative assessment, SOLO taxonomy, Systems analysis & design

Download this article: JISE - Volume 21 Number 1, Page 85.pdf

Recommended Citation: Lavy, I. & Yadin, A. (2010). Team-Based Peer Review as a Form of Formative Assessment - The Case of a Systems Analysis and Design Workshop. Journal of Information Systems Education, 21(1), 85-98.