Group work assessment: benefits, problems and implications for good practice

Group work has become increasingly important in higher education, largely as a result of the greater emphasis on skills, employability and lifelong learning. However, it is often introduced in a hurry, can be unsupported and may be assessed without fully exploring the consequences (www.heacademy.ac.uk/ourwork/learning/assessment.group). Both group work and its assessment have been the focus of considerable research and debate in the higher education literature; see for example reviews by Webb (1994), Nightingale et al. (1996) and Boud et al. (1999). Davis (1993) identifies three types of group work: formal learning groups, informal learning groups and study groups. Formal groups are established to complete a specific task in one class session or over many weeks, such as a laboratory experiment or the compilation of an environmental impact report. Informal groups involve ad hoc clusters of students who work in class to discuss an issue or test understanding. Study teams are formed to provide support for members, usually for the duration of a project or module. This guide will focus on formal group activity and its assessment. Group work is highly complex, however, and assessment should consider both the product or outcome and the process of student learning (Webb 1994, Glebhill and Smith 1996). Consequently, the development of effective group work assessment strategies, designed to engage the students and provide the best possible learning experience, raises a number of important questions. For example, what is the most effective group size? How should the groups be formed? How can we best prepare students for group work? What are the most effective ways of supporting groups and individuals within them? To what extent should group progress be monitored by tutors? How should we assess group work and where does the balance lie between product and process, and group and individual? What is the most effective way of gathering meaningful student feedback for 2 the purposes of evaluation and review? This guide will explore these questions and many others. It will begin by looking at the benefits of group work and its assessment before exploring some of the key concerns. It will then reflect on some personal experiences and lessons learned from the planning and delivery of group work assessment strategies, with a view to providing some ideas and tips for good practice

The geography fieldwork experience: Spain 2008

In the last week of April, Dr Tony Mellor and five colleagues from the School of Applied Sciences took 34 Geography students on field work to Andalucia in southern Spain. This residential trip takes place annually as part of a core module on the second year of the BSc (Hons) Geography degree programme. The module enables students to: (a) apply skills of observation, measurement and data collection in a real world field context, (b) demonstrate skills in project design, report writing, oral presentation and group work, and (c) describe and interpret physical and environmental processes operating in the study area and discuss howthey contribute to the distinctiveness of its landscapes

Changes in soil characteristics under different aged plantations of Corsican pine (pinus nigra) at Chopwell Woodland Park, Gateshead, UK

This study examines the pedogenic processes and temporal changes occurring in soils across six different aged plantations of Corsican pine (Pinus nigra), which were otherwise similar in their environmental characteristics, including geology, slope angle and aspect, altitude and land use history. A representative soil profile was sampled, on a horizon basis, and a further 10 topsoil samples were collected, on a grid basis, from each plantation. Properties determined in the laboratory included pH, organic carbon content, particle size distribution, exchangeable base content (Ca, Mg, K, Na), total free and organically-bound iron content, and lead and zinc concentrations. Morphological and chemical changes within the soil profiles were examined to shed light on the processes and pathways of soil formation, and one-way analysis of variance (ANOVA) was used to compare topsoil characteristics between the different plantations. Morphological and chemical changes within the soil profiles indicated that organic matter accumulation and mor humus formation, acidification, clay translocation (lessivage) and incipient podzolisation were the dominant pedogenic processes. There are very few systematic age-related changes in soil morphological or physical and chemical characteristics, possibly due to a combination of young stand ages, high topsoil variability, soil mixing due to drainage operations and silvicultural practices. There are, however, a number of statistically significant but non-systematic differences in soil properties between the different aged plantation blocks. Possible associations between these differences and age-related litter production and root growth, and silvicultural operations such as understory control, plantation thinning and selective harvesting are explored

On the edge : supporting marginalised students in group work assessment

How can I best support individuals who may feel marginalised during group work activity and assessment, whilst maintaining equity and transparency in tutor-led support across the entire cohort

Student-produced podcasts as an assessment tool: an example from Geomorphology

The emergence of user-friendly technologies has made podcasting an accessible learning tool in undergraduate teaching. In a geomorphology course, student-produced podcasts were used as part of the assessment in 2008-2010. Student groups constructed radio shows aimed at a general audience to interpret and communicate geomorphological data within the context of relevant social and environmental issues. Questionnaire results suggest that the novel format engaged students, and promoted group working, IT, language and oral communication skills, and a deeper understanding of the context of geomorphic data. For teachers, podcasting technology offers efficient teaching of oral communication, with opportunities for distance and self-directed learning

Diversifying assessment across the ‘Two Cultures’: student-produced podcasts in Geography

Since 2008, following growing collective interest in learning technologies and pedagogy, Geography and History departments at Northumbria and Newcastle Universities have successfully incorporated student-generated podcasting into a mixture of science, humanities and social science modules across all undergraduate levels. This paper presents a number of innovative examples using this approach, with the aim of promoting student creativity and analytical skills in ways different from traditional report- or essay-based assessments. It goes on to consider some of the advantages and challenges of this alternative assessment mode, from both student and tutor perspectives, across the science-humanities divide

Childhood Maltreatment Predicts Poor Economic and Educational Outcomes in the Transition to Adulthood.

ObjectivesTo test whether childhood maltreatment was a predictor of (1) having low educational qualifications and (2) not being in education, employment, or training among young adults in the United Kingdom today.MethodsParticipants were from the Environmental Risk (E-Risk) Longitudinal Twin Study, a nationally representative UK cohort of 2232 twins born in 1994 to 1995. Mothers reported on child maltreatment when participants were aged 5, 7, 10, and 12 years. Participants were interviewed about their vocational status at age 18 years.ResultsThe unadjusted odds of having low educational qualifications or of not being in education, employment, or training at age 18 years were more than 2 times greater for young people with a childhood history of maltreatment versus those without. These associations were reduced after adjustments for individual and family characteristics. Youths who reported having a supportive adult in their lives had better education outcomes than did youths who had less support.ConclusionsCloser collaboration between the child welfare and education systems is warranted to improve vocational outcomes for maltreated youths

The role of personal tutoring in supporting the transition to university: experiences and views of widening participation sport students

Despite the large and diverse cohorts annually recruited to Higher Education sport programmes in the UK, research exploring sport students’ experiences of transitioning into university is very limited. This study was conducted in response to several years of low retention and progression rates across first year sport degree programmes at a post-92 university in the UK. Through focus groups, the study explored the role played by the personal tutor in supporting effective transition of recently enrolled first year sport students from widening participation backgrounds. Most noticeably, the main contributory factors were found to be the nurturing of social integration and use of student-centred personal tutoring approaches to do so. The study further outlined how many widening participation sport students enter university with negative previous personal tutoring experiences and have limited understanding and misguided expectations of the role. The collective findings provide academic colleagues and university management with evidence of one model of effective support for a successful transition into university. Practical implications for widening participation students studying both sport and other degree subjects are presented, as are future research avenues and study limitations

Measurement of the Infection and Dissemination of Bluetongue Virus in Culicoides Biting Midges Using a Semi-Quantitative RT-PCR Assay and Isolation of Infectious Virus

Culicoides biting midges (Diptera: Ceratopogonidae) are the biological vectors of globally significant arboviruses of livestock including bluetongue virus (BTV), African horse sickness virus (AHSV) and the recently emerging Schmallenberg virus (SBV). From 2006–2009 outbreaks of BTV in northern Europe inflicted major disruption and economic losses to farmers and several attempts were made to implicate Palaearctic Culicoides species as vectors. Results from these studies were difficult to interpret as they used semi-quantitative RT-PCR (sqPCR) assays as the major diagnostic tool, a technique that had not been validated for use in this role. In this study we validate the use of these assays by carrying out time-series detection of BTV RNA in two colony species of Culicoides and compare the results with the more traditional isolation of infectious BTV on cell culture

Dynamic regulation of AtDAO1 and GH3 modulates auxin homeostasis

The hormone auxin is a key regulator of plant growth and development, and great progress has been made understanding auxin transport and signaling. Here we show that auxin metabolism and homeostasis are also regulated in a complex manner. The principal auxin degradation pathways in Arabidopsis include oxidation by AtDAO1/2 and conjugation by GH3s. Metabolic profiling of dao1-1 root tissues revealed a 50% decrease in the oxidation product oxIAA, an increase in the conjugated forms IAA-Asp and IAA-Glu of 438-fold and 240-fold respectively, while auxin remains close to wild type. By fitting parameter values to a mathematical model of these metabolic pathways we show that, in addition to reduced oxidation, both auxin biosynthesis and conjugation are increased in dao1-1. We then quantified gene expression in plantae, and found that transcripts of AtDAO1 and GH3 genes are increased in response to auxin, over different time scales and concentration ranges. Including this regulation of AtDAO1 and GH3 in an extended model reveals that auxin oxidation is more important for auxin homoeostasis at lower hormone concentrations, while auxin conjugation is most significant at high auxin levels. Finally, embedding our homeostasis model in a multicellular simulation to assess the spatial effect of the dao1-1 mutant shows that auxin increases in outer root tissues, in agreement with the dao1-1 mutant root hair phenotype. We conclude that auxin homeostasis is dependent on AtDAO1, acting in concert with GH3, to maintain auxin at optimal levels for plant growth and development