Assessing group work

Group work, under proper conditions, encourages peer learning and peer support and many studies validate the efficacy of peer learning. Under less than ideal conditions, group work can become the vehicle for acrimony, conflict and freeloading. It may also impose a host of unexpected stresses on, for example, students with overcrowded schedules living long distances from the University. (University of Wollongong assessment policy, 2002)

Three good reasons for group learning 1. Peer learning can improve the overall quality of student learning 2. Group work can help develop specific generic skills sought by employers 3. Group work may reduce the workload involved in assessing, grading and providing feedback to students

Lack of perceived relevance, lack of clear objectives Inequity of contribution Overuse Common issues and concerns

Is there a best model for group work? Probably not, for the ‘best’ model depends much on the context. Planning considerations Determining group membership 2. Establishing the roles and responsibilities of group members 3. Scheduling group meetings 4. Defining group processes and procedures Designing group activities that work

Getting the assessment right is critical. Decisions need to be focussed around four factors: 1) whether what is to be assessed is the product of the group work, the process of the group work, or both (and if the latter, what proportion of each) 2) what criteria will be used to assess the aspect(s) of group work of interest (and who will determine this criteria - lecturer, students or both) 3) who will apply the assessment criteria and determine marks (lecturer, students – peer and/or self assessment or a combination) 4) how will marks be distributed (shared group mark, group average, individually, combination) Weighing-up the options for group assessment