Assessment

The assessment model
The assessment criteria

The assessment model

This assessment model has three main aims and qualities.

• It provides criteria for effective group work which can be used to build understanding of this mode of learning, and for reflective and evaluative purposes.
• As students will receive an individual grade as the outcome of group work, this model is intended to accurately reflect individual effort to the group in both tasks and processes.
• The model is intended as a safeguard for those who may feel their academic standard or personal goals are at risk in the group situation.

This model accommodates differences in degrees of contribution to the group, as well as differences in types of contributions to the group. Task, or academic product, contributions and process, or group functioning, contributions carry an equal weighting. This means that the different sorts of contributions people make can all be accounted for and valued.

The model incorporates tutor assessment of the group product, which is then moderated for each group member through confidential self and peer assessment of individual participation in and contribution to the group.

The assessment criteria

This assessment procedure uses two lists of criteria; one task based (Part One of the assessment instrument) and one process based (Part Two of the assessment instrument).

Part One criteria relate directly and specifically to the tasks required to successfully complete the particular group assignment or group product, and therefore differ between units and between assignments.

Part Two criteria relate directly to group functioning, that is the contributions that help the group to function effectively as a group, or the process skills of group work. Therefore these criteria are similar between units and between assignments. Appendix 5 contains example proforma self and peer assessment sheets, with the criteria.

The lists of criteria are used during the group work to evaluate personal and group progress and as a tool for group feedback and development (ie for the mid-project tutor-group meeting); and at the end of the group work to assess individual group member's contributions. Other tools, such as the Meeting Recording Log (see Appendix 2) can aid this process by providing a running record of the group's progress. Make copies before the group uses them all.

The criteria represent general group guidelines, but may not exactly suit all groups. It is recommended that group members and their groups use these criteria reflectively, beginning with the group building exercises, as their groups develop, and in preparation for the mid-project tutor-group meeting. At this time the group can review the usefulness of these criteria for their group, and can suggest substitutions or additions that are more relevant to their particular group and circumstances.

Example of individual grades from a group assignment
In this example we have a group of four students, Jess, Kim, Peter and Joe. While they worked reasonably well together, there were times when some group members took greater responsibility (ie Peter with the final draft) or exhibited particular qualities (ie Joe with the observations, and Jess with helping the group get along and work together). Joe was more easily distracted and lost some momentum towards the end of the project, while Kim maintained a steady rate of contribution. No-one felt the need to award negative marks because they felt that each contributed something to the group as a whole. Peter and Kim were academically stronger than Jess and Joe.

The tutor awarded a D- for this group project. After moderating this grade through the confidential self and peer assessment, Jess received a D-, Kim received a D, Peter received a D, and Joe received a P+.