An institute-wide framework for assessed group work: development and initial implementation in an Irish Higher Education Institution

Abstract

Despite the academic, practical and social benefits, the assessment of group work brings challenges . S In response to feedback from students and staff, a framework and set of guidelines around assessed group work were developed by Dundalk Institute of Technology's Learning and Teaching sub-committee of Academic Council. This article describes the development, implementation, and inititial evaluation of the framework and its impact. The mixedmethod evaluation involved multiple stakeholders -student representatives, academic staff and key informants The evaluation suggests the framework is having a positive impact on both the staff and student experience. Predictably, the greatest impact is on awareness although there is also evidence of impact on lecturers' practice. The impact at programme level is limited but encouraging early indications exist. Nonetheless, the evaluation demonstrates the need for ongoing support in interpreting and implementing the framework ARTICLE HISTORY

A Holistic Overview of Studies to Improve Group-Based Assessments in Higher Education: A Systematic Literature Review

“…Various aspects such as group formation [97,98], group size [90,103], self-and peer evaluations of group members [78,84], training students for working in groups [86], academics' involvement and guidance to students [67,110], use of technology in facilitating group work assessments [67,112], task alignment and design [95], and the weightage of group tasks [100] have been scrutinized in the extant literature. Bree et al [120] developed an institute-wide framework for group-based assessments based on an Irish institution. The framework, however, did not present a distinct set of best practices.…”