Designing and conducting student assessment
Topic: Designing and marking group work
Case study: Ways of assessing group work
You are thinking of introducing more collaborative student work in the subject you teach; how will you mark it?
Which way / ways among those shown below of assessing group work is most / least open to plagiarism?
Analyse the options and evaluate the plagiarism pros and cons of each way of assessing group work.
Options for assessing group work: |
1. Combination of group average and individual mark
The group mark is awarded to each member with a mechanism for adjusting for individual contributions. |
2. Group average mark
Individual submissions (allocated task or individual reports as described below) are marked individually. The group members each then receive an average of these marks. |
3. Group average mark -based on records/observation of process
Each individual group member's contribution (as defined by predetermined criteria) is assessed using evidence from: team log books, minutes sheets and/or direct observation of process. The group members each then receive an average of these marks. |
4. Individual mark - based on records/observation of process
Each individual group member's contribution (as defined by predetermined criteria) is assessed using evidence from: team log books, minutes sheets and/or direct observation of process. Eaxch student is awarded a mark. |
5. Individual mark – based on examination
Exam questions specifically target the group projects, and can only be answered by students who have been thoroughly involved in the project. |
6. Individual mark - based on individual report
Each student writes and submits an individual report based on the group's work on the task/project. |
7. Individual mark - for paper analysing process
Marks attributed for an individual paper from each student analysing the group process, including their own contribution that of student colleagues. |
8. Individual mark - for allocated task
Each student completes an allocated task that contributes to the final group product and gets the marks for that task. |
9. Shared group mark
The group submits one product and all group members receive the same mark from the lecturer/tutor, regardless of individual contribution. |
10. Student portfolio
Components might include reports, meetings minutes, data, reflective pieces, other evidence meeting the criteria set for the group assignments. |
Options adapted from James, R., McInnis, C., & Devlin, M. (2002). Assessing learning in Australian universities: Ideas, strategies and resources for quality in assessment: Five practical guides. The University of Melbourne Centre for the Study of Higher Education / Australian Universities Teaching Committee. Retrieved June 1, 2006 from http://www.cshe.unimelb.edu.au/assessinglearning/03/index.html
Introduction to this topic