Table 2.
One-sample t-test results on the assessment of free-riders.
| Test value = 3 |
|||||
|---|---|---|---|---|---|
| Items | X | t | P | η2 | |
| 16 | I assess individual contribution to the group work | 2.73 | -2.5 | .013 | .04 |
| 17 | I communicate group work assessment rubrics to students | 3.55 | 5.3 | .000 | .16 |
| 18 | I apply multiple forms of assessment to reduce free riders in group work | 3.30 | 3.1 | .002 | .06 |
| 19 | I assess individual contribution through oral questioning | 3.29 | 2.8 | .006 | .05 |
| 20 | I assess group work process | 2.46 | -5.6 | .000 | .18 |
| 21 | I offer timely formative feedback on group work | 3.57 | 5.9 | .000 | .19 |
| 22 | I use peer assessment to assess an individual contribution to the group work | 3.32 | 3.9 | .000 | .10 |
| 23 | I use self-assessment to assess an individual contribution to the group work | 2.50 | -6.5 | .000 | .22 |
| 24 | I assess individual contribution through individual written report | 2.67 | -2.9 | .005 | .05 |
| 25 | I assess individual contribution through individual presentations | 2.50 | -4.9 | .000 | .14 |
| 26 | I assess individual contribution through portfolios assessments | 2.63 | -4.2 | .000 | .11 |
| Sub-scale | 2.95 | -.57 | .57 | -- | |