1.0 Group Assessment

Group assessment may be used for a variety of purposes: as a process for teaching interactive working techniques, for enhancing students' understanding of course content, for improving access to scarce resources and as a method of collective assessment. In order to ensure the outcomes of group assessment are equitable and credible, the following mechanisms for allocating marks for group assessment are recommended.

1.1 Shared Group Mark

The group submits one assessment item and where it is impossible to make a distinction all group members receive the same mark.

The group submits one assessment item and a proportion of the mark is allocated to this combined assessment item, which is equally shared by the group members, and a proportion of the mark is also allocated for an individual's group planning papers or an individual paper analysing the group process.

1.2 Group Contracts

A group assessment item may have a number of distinct components, in this instance group members develop a contract between themselves specifying the component for which they are responsible. In this instance marks may be awarded for each separate component or for the project as a whole with the group allocating, within the confines of the overall mark, individual marks on the basis of each members' contribution.

1.3 Peer Assessment of Contributions

Criteria are established for the key competencies students are expected to demonstrate within the group assessment item. The assessment item is marked in terms of these criteria and then within the confines of that mark the group members are asked to determine the relative contributions of each member and allocate individual marks.

Evaluation of the group process, via discussions between teaching staff and students on the distribution of work among group members, the way members of the group interacted and the use of resources, on the basis of which the teaching staff allocate individual marks for the contributions of each member.

1.4 Individual Marks

Group-based activities may be set as assessment items for which each member of the group submits an individual assessment item, receiving separate and different marks. To assess individual's contributions to group assessment, marks may also be assigned on the basis of a viva or a set of examination questions undertaken by the student on the content and process associated with the completed group assessment item.

2.0 Self Assessment

Self assessment may be used to develop in students the ability to think critically about their learning, to determine what criteria should be used in judging their work and to apply these objectively to their own work in order to facilitate their continuing learning. Self assessment may be undertaken as part of the assessment requirements of a course or as an exercise within the course's requirements. In order to ensure the outcomes of self assessment are equitable and credible, when undertaken as part of the assessment requirements, the following strategies for allocating marks for self assessment are suggested.

2.1 Self Marking

Students are provided with detailed model answers and commentaries for the purpose of comparing their own responses. In addition, a marking sheet is provided upon which students are asked to detail the differences between the model responses and their own and to award a mark. Teaching staff moderate the responses, maintaining or modifying the marks awarded.

2.2 Class generated criteria for self assessment

Assessment criteria for an assessment item are generated and agreed by the class in discussion with the staff member. These criteria are used by each student to develop a critique of their own assessment item. Both the assessment item and the critique are provided to the staff member who marks the assignment and then compares that critique with the student's critique. Marks may be awarded for both the assignment and the critique.

3.0 Peer Assessment

Peer assessment may be used to develop in students the ability to work cooperatively, to be critical of others work and receive critical appraisals of their own work. The following strategy for allocating marks for peer assessment is suggested.

3.1 Peer Marking

The assessment item and the assessment criteria are discussed by the staff and students. There is an agreed understanding as to the learning outcomes required. Completed assessment items are randomly distributed to students who are required to complete a marking sheet identifying whether their peer had met the assessment criteria and awarding a mark. These marks are moderated by the staff member and together with the peer marking sheets are returned with the assessment item.

Assessment guidelines for Griffith University (2001)