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Assessing group projects
The kinds of behaviour valued in project work differ in many ways from those of discussion and therefore require somewhat different criteria. Projects are of necessity more task-oriented, using a wider range of skills such as problem-solving, organising, chairing and editing. They are not subject to regular timetable, nor are they accessible to regular observation by the tutor. Their autonomous nature means not only that the groups themselves are often (but not always) the best judges of how effectively they have worked, but the tutor may have to rely principally on what the group reports rather than on live interactions.
Assessing the contribution of individuals within a group
Where group projects are undertaken the work is often assessed as the single product of the group and each individual within the group gets the group mark regardless of the value of their individual contribution. In terms of the values already expressed in this chapter an appropriate assessment would be one which would retain the value placed on group co-operation and the submission of a single group product for assessment but also add a dimension of individual assessment which:
- provides a sense of fairness to individuals such that good students don't have to 'carry' or get dragged down by poor or lazy students;
- takes into account the different levels and qualities of contribution which individuals can make to their group;
- serves as guide to the students on the behaviour, skills, attitudes and work styles likely to lead to the successful completion of the project.
The methods described all assume that the group still submits a group project report of some kind. The group mark is then added to or modified by one or more of these methods: shared group grade, peer assessment of contribution to the group, peer feedback on contribution to the group, project exam and oral assessment
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