- Tuesday, 8 September 2020
11:30 am - 12:30 pm - Zoom – further details provided upon registration
One important facet of group work or teamwork is about exposing students to learn in groups and accomplish something as a group. Working in groups may facilitate learning about self, others and social, technical, cultural, interpersonal and professional skills and knowledge. The group “products” are an outcome of the learning process. What is assessed in the context of a group work activity signposts the emphasis teachers place on teamwork. Summative assessment of group work can cause a lot of grief for students, especially when there is a group mark or a heavy weighting on the product. It is therefore important to design meaningful, relevant and authentic assessment tasks that enable students to demonstrate what they have learnt. Finding the right balance between individual and collective assessment and between process and product requires deliberate assessment design.
In this third webinar in the ‘Group work in the spotlight’ series we are exploring why, how and what to assess about learning and working in groups. Joining us is Bhuva Narayan from FASS and Adrian Buck from FTDI who will showcase their purposeful alignment of learning and teaching in groups and how this connects with their assessment design. Their case studies will be the trigger for exploring the complexity of process and product in group work assessments.
The following questions are driving this webinar:
- What is the purpose of learning in groups and therefore what should be assessed?
- How can we assess self-reflection, evaluative judgment and learning from group dynamics?
Pre-work
- Come prepared to discuss your assessment practices of group work.
- What other questions do you want discussed about this topic?
Useful readings
UTS Assessment policy as it relates to assessing learning in groups emphasises that:
- there needs to be a strong link between the need for collaborative learning, to learn about group processes and SLOs
- collective marks on group work should not exceed 30% per subject
- there are special considerations for student with disability , family commitments, individual temperament, reluctance to rely on other students to pull their weight https://www.lib.uts.edu.au/help/study-skills/group-work
Ajjawi, R., Tai, J., Tran, N., Boud, D., Johnson, E., and Patrick, C J. (2020). Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context, Assessment and Evaluation in Higher Education, 45, 2, 304-316. DOI:10.1080/02602938.2019.1639613
Zoom link
Zoom link will be provided upon registration
Other events you may be interested in…
Turning the spotlight of group work onto ourselves as facilitators | 15 September
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