Buddychecking, a Way to Enhance Student Participation in Bioscience Project-Based Learning

Abstract

Project-based learning (PBL) is a widely used active learning approach in science, technology, engineering and mathematics (STEM) education, but concerns about unequal participation in group work can arise. To address this, we incorporated peer evaluation via the Buddycheck tool into a summative PBL assessment. In this study, students worked in small groups to create and present posters, with Buddycheck enabling them to evaluate each other’s contributions. This peer evaluation process generated an adjustment factor, which was applied to the final group mark to assign individual grades based on performance. Students reported that the peer evaluation promoted fairness in grading and increased their accountability, leading to higher engagement in group activities. They also found the exercise valuable for consolidating their knowledge and improving communication skills. Overall, the use of Buddycheck in PBL was well received, with students expressing greater satisfaction and a sense of equity in the grading process. The tool not only improved learning outcomes but also contributed to better group dynamics and an overall improvement in final grades.

Keywords

• project-based learning
• peer-evaluation
• Buddycheck
• collaborative learning
• knowledge consolidation
• problem-based learning