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Assessment of Group Work University of Warwick 27/28 March 2003

Assessment of Group Work University of Warwick 27/28 March 2003. Cordelia Bryan Project Director. Three year HEFCE-funded project Fund for the Development of Teaching and Learning. Performing Arts. Drama Movement Music . Consortium members. Central School of Speech and Drama (lead)

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Assessment of Group Work University of Warwick 27/28 March 2003

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  1. Assessment of Group Work University of Warwick27/28 March 2003 Cordelia Bryan Project Director

  2. Three year HEFCE-funded project Fund for the Development of Teaching and Learning

  3. Performing Arts Drama Movement Music

  4. Consortium members Central School of Speech and Drama (lead) Dartington College of Arts Goldsmiths College University of Leeds University of Salford University of Ulster

  5. Three phases Research successful practice in diverse contexts Develop and trial methods and materials Disseminate resources based on the above

  6. What makes the assessment of group work problematic? What are collaborative skills and how can they be developed and assessed? How might we build on successful practice to make this area more transparent and accessible to staff and students?

  7. Themes researched The assessment of process Assessing interdisciplinary collaboration

  8. Themes researched Developing & assessing effective groups The significance of group formation Language & values in assessment

  9. Methods explored & developed Peer and self assessment How to give and receive feedback Guided reflection (a holistic approach) Teaching basic group dynamics (diverse approaches) Recognising and working with diversity

  10. What do we mean by peer assessment? • Peer tutoring / mentoring • Peer feedback (written & oral) • Peer grading • Tutor modified peer grading

  11. A constructivist pedagogic view of peer assessment • To enhance learning (for assessor and assessed) • To encourage student autonomy • To develop critical judgement Brown & Glasner (1999)

  12. By judging others, students gain • insight into their own performance • a sense of ownership of the assessment process • skills to evaluate their own and their peers’ achievements realistically (lifelong learning)

  13. PA works best when • Clear criteria are used • Well designed & appropriate assessment tasks are used • Assessment matches learning objectives

  14. PA works best when • Students engage in the process of devising their own assessment criteria • Criteria are introduced from day one so that a shared understanding can develop • Staff are fully committed

  15. PA works best when students are taught • Appropriate language • How to give and receive effective feedback (guidelines available on AGP website) • And they need practice

  16. What potential problems are there for involving students in the assessment process? • In pairs or groups of 3 or 4, discuss what you think these might be and list them.

  17. Potential problems • Reluctance to participate in process • General dislike of assessing/judging friends • Character conflicts • Time consuming • Lack of evaluative skills • Lack of accuracy of peer grading • Legal issues relating to degree classification

  18. Potential benefits • In pairs or small groups, discuss and list the potential benefits of involving students in the assessment process.

  19. Potential benefits for students • Improves student learning & assessment • Increases understanding of process and product • Increases student autonomy • Improves key skills development (critical thinking; communication; self motivation; time management etc.)

  20. Potential benefits for staff • In small groups, list the potential benefits to staff of involving students in their own and their peers’ assessment.

  21. Potential benefits for staff • Increases staff reflection on teaching / assessment relationship • Enables more productive tutorials • Can create collaborative and exciting atmosphere • Can assist in response to increased burden of marking

  22. Peer oral assessment at APU • Each student completes assessment sheet comments for each of his/her group Criteria with suggested headings • Content • Organisation of material • Delivery

  23. Peer oral assessment at APU • Student suggests total class-mark (0-39 fail) 40-49 third) etc.. • Tutor uses group’s comments and class mark to arrive at final mark

  24. CONCLUSION Contextualise Negotiate / review Focus on learning Small quick wins Not everywhere (mix & match)

  25. CONCLUSION Build on success Use students (vertically & horizontally) Identify and secure “friends” / champions of change (internal & external) ILTHE; LTSN; SEDA; HAN; FDTL

  26. Leading Practice in the Performing Arts Two one-day conferences on Learning & Teaching in HE Monday 23 June 2003 at Rose Bruford College, Sidcup Wednesday 25 June 2003 at Liverpool Insitute for the Performing Arts (LIPA)

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