Institutional policies on assessing group work: cautions, caveats and constraints

Peter Donnan

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Abstract

This study investigates whether assessment policies in Australian universities promote sustainable and innovative group assessment practice. There is an acceptance of the critical importance of teamwork and collaborative learning, as well as the need to conduct assessment in this area with validity and reliability. The study is based on an analysis of thirty-nine assessment policies from Australian universities. Despite occasional policies that present a positive rationale and valuing of collaboration amongst students, proactive teaching around group dynamics, appropriate assessment design, institutional resources and staff support around group assessment, the overwhelming perspective is a preoccupation with the negative aspects of group assessment rather than its possibilities. In the process of policy analysis, positive drivers of sustainable and innovative assessment have been identified.
Original languageEnglish
Title of host publicationATN Assessment Conference 2010: Assessment: Sustainability, Diversity and Innovation: a conference on assessment in higher education
Place of PublicationSydney, Australia
PublisherUniversity of Technology
Pages1-9
Number of pages9
Publication statusPublished - 2010
EventATN Assessment Conference 2010: Assessment: Sustainability, Diversity and Innovation: a conference on assessment in higher education - Sydney, Australia
Duration: 18 Nov 201019 Nov 2010

Conference

ConferenceATN Assessment Conference 2010: Assessment: Sustainability, Diversity and Innovation: a conference on assessment in higher education
CountryAustralia
CitySydney
Period18/11/1019/11/10

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Donnan, P. (2010). Institutional policies on assessing group work: cautions, caveats and constraints. In ATN Assessment Conference 2010: Assessment: Sustainability, Diversity and Innovation: a conference on assessment in higher education (pp. 1-9). Sydney, Australia: University of Technology.