Collaborating or fighting for the marks? Students’ experiences of group work assessment in the creative arts
Bibliographic Data
| ID | 19379942 |
|---|---|
| Authors | Susan Orr (0000-0001-8626-2279, York St John University, corresponding author) |
| Year | 2010 |
| Volume | 35 |
| Issue | 3 |
| Pages | 301-313 |
| Publication date | 2010-05-01 |
| Peer Reviewed | Yes |
| 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 | 10.1080/02602931003632357 |
| OpenAlex | W2002893577 |
| Language | EN |
| Citations received | 11 |
| References cited | 20 |
The study explores students’ and lecturers’ experiences of group work assessment in a performing arts department that includes undergraduate studies in theatre, dance and film. Working from the perspective that assessment is a socially situated practice informed by, and mediated through, the socio‐political context within which it occurs, this research takes the form of an inquiry that employs qualitative approaches to data collection using interviews and focus groups. The aim of the study was to elicit students’ and lecturers’ views concerning the assessment of process (also known as contribution), conceptions of fairness and the management of free‐loading students. The tensions that reside in group work projects where students are marked for process as well as product are explored. The analysis shows that students navigate complex trajectories where they collaborate and fight for their marks. Reflective journals are often used as a tool to assess process in group work projects. This analysis challenges the popular view that reflective journals offer an unproblematic representation of process. Whilst this study is situated within the performing arts, the findings are relevant to any group work project where lecturers seek to design assessment approaches that disentangle group and individual contribution
Dance · Focus group · Group work · Mathematics education · Pedagogy · Qualitative research · Situated · Situated cognition · Situated learning · Social science · Sociology · The arts · Visual arts · Computer Science · Engineering · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Attitudes towards being assessed in group work
Four principles for assessing student-directed projects
Condoning Free Loafers
They drag my marks down!’ – challenges faced by lecturers in the allocation of marks for multicultural group projects
Group Projects in Social Work Education
Assessment revisited
Students’ reception of peer assessment of group-work contributions
Making group assessment transparent
Competition, education and assessment
The architecture of peer assessment
Upper secondary school students’ perspectives on un/fairness in group work assessment
Qualitative Research in Action
Portfolio assessment of an undergraduate group project
Student justice perceptions following assignment feedback
Equity, justice and standards
Peer Assessment of Contributions to a Group Project
Group projects
The analysis of the impact of individual weighting factor on individual scores
Development of a Peer Assessment Technique for Obtaining Individual Marks on a Group Project
Peer Assessment of an Individual ‘s Contribution to a Group Project
A Survey of Methods of Deriving Individual Grades from Group Assessments
Deriving individual student marks from a tutor’s assessment of group work
The Discourse of Assessment
Summative Assessment in Higher Education
| Unique citing works | 11 |
|---|---|
| Citations per year | 0.85 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 11 |