C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Group work assessment: key considerations in developing good practice. Dr Tony Mellor School of Applied Sciences (Geography) CETL Associate C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Introduction Introductions and aims. Share examples of practice in GWA and reasons for doing it. Summarise key benefits. Share examples of concerns in GWA. Summarise key problems. AfL as a framework for GWA? Key considerations for good practice in GWA. Review : the Red Guide.

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Introduce yourselves and your affiliation. Outline one outcome (general or specific) that you would like to achieve from this workshop. Photo: First year fieldtrip to the Cairngorms, Scotland

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Share examples of practice in group work assessment and reasons for doing it Photo: First year fieldtrip to the Cairngorms, Scotland

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Benefits of group work assessment Employers greatly value a graduates ability to work in teams, whether multi-disciplinary or single disciplinary (Hiley and Carter 2003). Team work is part of the employers curriculum established by the EHE initiative in Role of group work in encouraging deep learning and developing specific life skills such as decision-making, teamwork and communication skills (Mills 2003). A vehicle by which students can be involved in deep learning, developing their skills experientially and contributing to the skills they will need for life-long learning (Parsons 2002).

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Benefits of group work assessment Facilitates evaluation of their (students) own work and that of their peers (Bourner et al. 2001). Important that students learn about their effectiveness in a group setting (Boud et al. 1999). Contribution to social and academic integration recognised (Wilcox et al. 2005). Supports student retention and engagement (Inkelas et al. 2007). Reduced marking time? Efficient use of resources (e.g. field work, laboratory work).

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Share examples of concerns about group work assessment and how you have attempted to address these Photo: First year fieldtrip to the Cairngorms, Scotland

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Problems with group work assessment Assessment of group work should consider both the product and process of student learning (Glebhill and Smith 1996). Main student dislikes in group work assessment include trying to control some group members, poor group dynamics and personality clashes (Mills 2003). Consider emotional problems associated with students rejected by their peers (Chang 1999).

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Problems with group work assessment Consider the ethical issues surrounding student support, notably for marginalised individuals (Mellor and Entwistle 2008). Negative emotions generated when students have to rely on others for their marks (Barfield 2003). Students instinctively prefer individual assessments (Knight 2004). Should individual performance within the group setting be assessed? (Mellor 2009). Peer assessment is particularly unpopular amongst students (Maguire and Edmondson 2001). Need to address the problem of passengers (Parsons 2002) or freeloaders (Hand 2001).

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Assessment for Learning (AfL)

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Group Work and AfL Informal feedback through collaborative working. Formal feedback through tutor review, logs etc. Authentic, relevant activity can engage students. Low stakes, practice (formative) activities can be built in. More than one component of assessment. Students can take responsibility within a group; need guidance on expectations. Self-evaluation and confidence-building. Learning rather than collecting marks should be the emphasis.

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Key considerations for good practice Group size. Group formation. Student preparation. Clear assignment brief and criteria. – Process / product (authentic context). – More than one task (formative / summative). – Group / individual. – AfL approach to assessment. Support of groups (and individuals). Progress monitoring (freeloaders / marginalised students). Student evaluation and review.

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Review: some final comments Some groups can be dysfunctional. Group work task itself can be dysfunctional – needs to be carefully designed and supported. Need clarity on outcomes and what students are expected to demonstrate (fairly common student view is – we did really good things in the group work but we didnt get the marks that reflected that). Need tutor check points – but without constant surveillance (a particular danger where students collaborate online).

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Review: some final comments Is the group work there in the module because students specifically need to develop and demonstrate group work or team skills? Or because it means they can engage in a more realistic task? Or for some other reason (e.g. efficiency in staff time). But.. Group work tasks normally go on over a period of time, they are not a one-off assessment – so there is a lot of scope for AfL. Students do often get very engaged in group tasks.

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Red Guide on group work assessment

C ENTRE FOR E XCELLENCE IN T EACHING & L EARNING A SSESSMENT FOR L EARNING Thank you for your contribut ions Photo: First year fieldtrip to the Cairngorms, Scotland