Is it fair to assess group work for students on undergraduate programmes of study? Narrative reflections on a collaborative project at Level 5.

Abstract

Undergraduate students on the Foundation Degree in Learning and Teaching study a compulsory module exploring issues relating to 'Inclusion'. Assessment is through a group small-scale research project undertaken in their own workplaces and a personal diary with reflective statement. Concern arose relating to students not working equitably during the group project. This prompted a review of the module assessment strategy and its ability to support a grade which fairly represented the achievement of individuals. Tutor guidance was recognised as a major contributor to high student achievement but with concern whether this high input further exacerbated some student non-engagement – were students being led rather than empowered?. To explore equitability summative research was undertaken to discover if the consequences of assessment weightings had any positive effect on the inter-personal dynamics and motivation within the groups. The research established that the new assessment weightings and the level of Tutor input made a positive impact on fair task sharing, within the group(s), ownership of the project and understanding of the assessment process. However, their existing professional experience as Teaching Assistants in schools engaging in group working, proved to have a far more significant impact on the successful outcomes of their assessed group work project. The exploration of this factor led the researchers generating some key questions on the validity of assessed group working with students who do not have this level of professional experience.