Prof Graham Gibbs has produced a very short and useful lit review. The most powerful statement here is that the only reason for group work assessment to fail is that people have not learnt from the past. All the issues that can humanly dealt with has been researched and answers found. The biggest mistakes are;
- to allocate group work with a single mark. - individual marks are not anonymous
- Groups are to big [4-6 is ideal]
- group members are all high or low ability - the marking criteria is too complex The strangest results come from how students self mark. Low abilIty students are far more generous with marks than high ability. It seems the more you know the more critical you are of what you don't know. As a general rule of thumb then, when asking for advise listen more to people who say they know the least! Interesting research outcomes include - the bigger the group the lesser the motivation [kerr&bruun 1983]
- student peer marks are not especially reliable but neither is teachers [boud 1986]
Ideas include
- having an individual exam on the subject of the group work. But watch out for students concentrating on the exam.
- Freeman &Mckenzie [2002] run 2-3 peer assessments during the group work, rather that just at the end which tends to focus students on working together.
- to allocate group work with a single mark. - individual marks are not anonymous
- Groups are to big [4-6 is ideal]
- group members are all high or low ability - the marking criteria is too complex The strangest results come from how students self mark. Low abilIty students are far more generous with marks than high ability. It seems the more you know the more critical you are of what you don't know. As a general rule of thumb then, when asking for advise listen more to people who say they know the least! Interesting research outcomes include - the bigger the group the lesser the motivation [kerr&bruun 1983]
- student peer marks are not especially reliable but neither is teachers [boud 1986]
Ideas include
- having an individual exam on the subject of the group work. But watch out for students concentrating on the exam.
- Freeman &Mckenzie [2002] run 2-3 peer assessments during the group work, rather that just at the end which tends to focus students on working together.
- to allocate group work with a single mark. - individual marks are not anonymous
- Groups are to big [4-6 is ideal]
- group members are all high or low ability - the marking criteria is too complex The strangest results come from how students self mark. Low abilIty students are far more generous with marks than high ability. It seems the more you know the more critical you are of what you don't know. As a general rule of thumb then, when asking for advise listen more to people who say they know the least! Interesting research outcomes include - the bigger the group the lesser the motivation [kerr&bruun 1983]
- student peer marks are not especially reliable but neither is teachers [boud 1986]
Ideas include
- having an individual exam on the subject of the group work. But watch out for students concentrating on the exam.
- Freeman &Mckenzie [2002] run 2-3 peer assessments during the group work, rather that just at the end which tends to focus students on working together.
Prof Graham Gibbs has produced a very short and useful lit review. The most powerful statement here is that the only reason for group work assessment to fail is that people have not learnt from the past. All the issues that can humanly dealt with has been researched and answers found.
The biggest mistakes are;- to allocate group work with a single mark. - individual marks are not anonymous
- Groups are to big [4-6 is ideal]
- group members are all high or low ability - the marking criteria is too complex The strangest results come from how students self mark. Low abilIty students are far more generous with marks than high ability. It seems the more you know the more critical you are of what you don't know. As a general rule of thumb then, when asking for advise listen more to people who say they know the least! Interesting research outcomes include - the bigger the group the lesser the motivation [kerr&bruun 1983]
- student peer marks are not especially reliable but neither is teachers [boud 1986]
Ideas include
- having an individual exam on the subject of the group work. But watch out for students concentrating on the exam.
- Freeman &Mckenzie [2002] run 2-3 peer assessments during the group work, rather that just at the end which tends to focus students on working together.
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