Assessing student group work: is there a right way to do it?
Assessing student group work: is there a right way to do it?
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DOI：
10.1080/03069400.2013.851340
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发表时间：
2013-01-01
期刊：
影响因子：
0.8
通讯作者：
Blissenden, Michael
中科院分区：
文献类型：
--
作者：
Clarke, Sandra;Blissenden, Michael
许多法律课程在必修或可选模块中至少包含一些小组工作的元素。小组合作的好处至少包括“本科教育良好实践原则”中的四项。此外，雇主一直要求应聘者具备良好的团队合作能力，这一点通常可以从大学里的小组项目中得到证明。作者之前的研究证实了文献中的其他报道，即许多学生发现小组作业很困难，尤其讨厌其他学生“揩油”。(3)他们也会因为其他学生不参与和无法选择自己的队友而感到沮丧。如果所有学生在完成的项目中得到相同的分数，而不管他们的投入如何，这种怨恨可能会加剧。在本文中，作者反思了我们在自己的课程和机构中设置和评分小组作业的经验。我们将考虑不同的评估方法，包括同行评估、讲师评估、学生参与——提高学生对评估标准的理解、同行和讲师的混合评估、将小组作业作为作品集的一部分进行评估、以及将非评估的小组作业纳入个人评估。
Many law courses include at least some elements of group work within compulsory or optional modules. The benefits of group work include at least four of the seven "Principles for Good Practice in Undergraduate Education". 1 In addition, employers consistently ask for good teamworking skills, evidence of which is often provided by reference to group projects at university. Previous research by the authors(2) confirms other reports in the literature that many students find group work difficult, and particularly resent other students "freeloading" from their work.(3) They also experience frustration at non-participation by other students and not being able to choose their team mates. This resentment can be exacerbated if all students receive the same mark for the finished project regardless of input. In this article, the authors reflect upon our experiences of setting and grading group work in our own courses and institutions. We will consider different assessment approaches, including peer assessment, 4 lecturer assessment, student participation - enhancing student understanding of assessment criteria, 5 a mixture of peer and lecturer assessment, assessment of group work as part of a portfolio, 6 and non-assessed group work feeding into individual assessments.