Business undergraduates’ progress and satisfaction with learning experiences
The role of group assessment
Bibliographic Data
| ID | 19379149 |
|---|---|
| Authors | Sharmila Gamlath (0000-0003-0692-5939, Student Success Group, Learning and Teaching Unit, Queensland University of Technology, corresponding author) |
| Year | 2021 |
| Volume | 46 |
| Issue | 3 |
| Pages | 360-375 |
| Publication date | 2021-04-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2020.1776839 |
| OpenAlex | W3034581728 |
| Language | EN |
| Citations received | 1 |
| References cited | 48 |
Summative group assessment is increasingly used to prepare undergraduates for employment by developing their communication, interpersonal and teamworking capabilities. This article examined the effects of group assessment on progress rates and satisfaction among undergraduates by analysing the results of two surveys deployed by the Business School of a large Australian technology university early on and towards the end of semester 1, 2018. Results revealed that subjects/units with group assessment had higher progress rates compared to those with individual assessment. In addition, the response rate to the first survey was negatively related to progress rate, and there were also differences in progress rates between disciplines. However, there were no notable differences in student satisfaction levels for units with group assessment compared to those without group assessment, and the only significant predictors of student satisfaction were the proportion of part-time students and the staff-to-student ratio. Units with group assessment also had a relatively lower response rate for the first survey and a higher response rate for the second survey. This article highlights the importance of group assessment in shaping student progression and satisfaction whilst acknowledging other factors that educators need to consider when designing curriculum and providing timely support to students
Group dynamic · Higher education · Mathematics education · Medical education · Pedagogy · Political science · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback
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| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |