Assessment of Group Work University of Warwick 27/28 March 2003 Cordelia Bryan Project Director

Three year HEFCE-funded project Fund for the Development of Teaching and Learning

What makes the assessment of group work problematic? What are collaborative skills and how can they be developed and assessed? How might we build on successful practice to make this area more transparent and accessible to staff and students?

Methods explored & developed Peer and self assessment How to give and receive feedback Guided reflection (a holistic approach) Teaching basic group dynamics (diverse approaches) Recognising and working with diversity

What do we mean by peer assessment? Peer tutoring / mentoring Peer feedback (written & oral) Peer grading Tutor modified peer grading

A constructivist pedagogic view of peer assessment To enhance learning (for assessor and assessed) To encourage student autonomy To develop critical judgement Brown & Glasner (1999)

By judging others, students gain insight into their own performance a sense of ownership of the assessment process skills to evaluate their own and their peers’ achievements realistically (lifelong learning)

PA works best when Clear criteria are used Well designed & appropriate assessment tasks are used Assessment matches learning objectives

PA works best when Students engage in the process of devising their own assessment criteria Criteria are introduced from day one so that a shared understanding can develop Staff are fully committed

PA works best when students are taught Appropriate language How to give and receive effective feedback (guidelines available on AGP website) And they need practice

What potential problems are there for involving students in the assessment process?

Potential problems Reluctance to participate in process General dislike of assessing/judging friends Character conflicts Time consuming Lack of evaluative skills Lack of accuracy of peer grading Legal issues relating to degree classification

Potential benefits In pairs or small groups, discuss and list the potential benefits of involving students in the assessment process.

Potential benefits for students Improves student learning & assessment Increases understanding of process and product Increases student autonomy Improves key skills development (critical thinking; communication; self motivation; time management etc.)

Potential benefits for staff In small groups, list the potential benefits to staff of involving students in their own and their peers’ assessment.

Potential benefits for staff Increases staff reflection on teaching / assessment relationship Enables more productive tutorials Can create collaborative and exciting atmosphere Can assist in response to increased burden of marking