Solving the group project assessment quandary: Can instructor’s partitioning of groups topics among students be the solution?
Team work is one of the generic skills that undergraduate students are expected to acquire by the time they graduate. Nevertheless, the traditional methodology used for assessing group projects suffered from several drawbacks which center mainly in the inaccurate assessment of each student’s contribution in the project, in addition to other shortcomings. In this paper we present a new technique in allocating topics in group projects, and in assessment of such projects, where the instructor – not the students in each group – divides each topic into several subtopics depending on the number of students allocated in each group. In addition, the new technique obliges each student to separately upload his/her part in the project in his own account on turnitin, rather than uploading the whole project in one account as previously done. The results were superior compared to conventional projects as the students’ complaints of injustice were minimized, while marking accuracy was maximized.
Biggs, J. and Tang, C. (2011). Teaching for quality learning at university. 4th edn. Open University Press
Brookfield, S. (1995) Becoming a critically reflective teacher. John Wiley and Sons
Brooks, C., and Ammons, J. (2003). 'Free riding in group projects and the effects of timing, frequency, and specificity of criteria in reer assessments.' Journal of Education in Business , 78 (5), 268.
Brown, G., Bull, J., and Pendlebury, M. (1997). Assessing student learning in higher education. London: Routledge.
Hanaran, S., and Isaacs, G. (2001). 'Assessing self- and peer-assessment: The students views.' Higher Education Research and Development , 20 (1), 53-70.
Humphreys, P., Greenan, K., and McIlveen, H. (1997). 'Developing work-based transferable skills in a university environment.' Journal of European Industrial Training , 21 (2), 63-69.
Kuisma, R. (2007). 'Assessment of an undergraduate group project.' Assessment and Evaluation in Higher Education, 32 (5), 557-569.
Lindblom-ylanne, S., Pihlajamaki, H. and Kotkas, T. (2006). 'Self-, peer- and teacher-assessment of student essays.' Active Learning in Higher Education, 7 (7), 51-62.
Miller, A., Imrie, B. W., and Cox, K. (1998). Student assessment in higher education. London: Kogan-Page.
Nordberg, D. (2006). 'Fairness in assessing group projects: A conceptual framework for higher education.' SSRN Working Paper. Available at: https://ssrn.com/abstract=873605 or http://dx.doi.org/10.2139/ssrn.873605.(Accessed 5 January 2018)
Nordberg, D. (2008). 'Group Projects: more learning? less fair? A conundrum in assessing postgraduate business education.' Assessment and Evaluation in Higher Education , 481-492.
Russell, M., Haritos, G., & Combos, A. (2006). 'Individualizing students' scores using blind and holisitic peer assessment.' Engineering Education, 1 (1), 50-60.
Zhang, B., and Ohland, M. (2009). 'How to assign individualized scores on a group project: An empirical evaluation. Applied Measurement in Education , 22 (3), 290-308.
- There are currently no refbacks.