Involving Students in the Formulation of Assessment Criteria for Small Group Computing Projects

Background

At the stage of asking for advice and guidance, colleagues were polled via email; a direct request was sent to the Associate dean of teaching and learning and the students were canvassed openly and frankly in class- the unit coordinator fully admitted the problem now faced.

Ten email responses were received from colleagues reflecting disparate views about group work. Staff commented on compliance issues, the need for fair and transparent assessment criteria to avoid student appeals, the probability that group work encouraged collusion among students, concern that students were forced into doing too many group projects, that paired project work had been unsuccessful in one instance and also that group work provided effective training for work. Importantly, staff also acknowledged a need for guidance in designing and implementing group assessment. Whilst this feedback pointed to staff members' attitudes and some of the challenges associated with group assessment, it did not help to resolve the present situation.

It became apparent that some students still wished to work in pairs, some individually and, surprisingly, some in groups of three. On that basis, a fair set of work schedules was worked out in class with the students and the assignment brief was modified and published there and then. Students were left free to choose their group size and those with whom they wished to work. One caveat was that all students in each group would receive identical marks - leaving them free to "manage" the group's internal workload and tasks.

From the faculty teaching and learning office, the following was received: "I think that the thought you have put into your preparation is fantastic. Personally, I minimize group work for all the reasons you have outlined. Paid employment/family responsibilities make it difficult..." and, further, suggested assigning a Teaching & Learning advisor to work with the unit coordinator to follow through and determine the students' feedback on the democratic nature of the process and the project implementation.

مواضيع ذات صلة

Research methodology The action inquiry process

Significance of the research

Design assessment and feedback

Feedback and learning

Assessment, learning and feedback in higher education Assessment and learning

Effective Verbal Feedback for Project-Based Assessment: A Case Study of the Graphic Design Critique

Further considerations for the student experience

The student experience Discussion

Comments from a student with a mark lower than expected

Comments from another student who agreed with the mark

Comments from a student who agreed with the mark

Comments from a student whose marks were above expectation