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    Getting Past Anti-Groupwork Excuses to the Real Issues They Hide

    Access Status
    Fulltext not available
    Authors
    Albon, Rosslyn
    Lindsay, Euan
    Date
    2005
    Type
    Conference Paper
    
    Metadata
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    Citation
    Albon, Rosslyn and Lindsay, Euan. 2005. Getting Past Anti-Groupwork Excuses to the Real Issues They Hide, in Peter Kandlbinder (ed), 2005 Evaluations and Assessment Conference, Nov 30 2005, pp. 53-64.Sydney: University of Technology, Sydney
    Source Title
    Making a Difference: 2005 Evaluations and Assessment Conference, Sydney
    Source Conference
    2005 Evaluations and Assessment Conference
    ISBN
    1-86365-867-X
    Faculty
    School of Engineering
    Department of Civil Engineering
    Faculty of Science and Engineering
    School
    Curtin Sarawak - Faculty Office
    URI
    http://hdl.handle.net/20.500.11937/26144
    Collection
    • Curtin Research Publications
    Abstract

    The call for future oriented curriculum using groups and teams is continually iterated in the literature, but appears to be largely ignored or the attempts have been immobilised due to a proliferation of excuses related to group work. Willingness to take up the challenge and risk take is needed to develop a theoretical model leading to appropriate curriculum and assessment practices using groups and teams. While many academics have embraced group pedagogies many have not yet logically and practically accepted all of the consequences of this option in a future that demands it. There are a number of misconceptions about group or team assessment, and these are often tendered as excuses against its incorporation into teaching. These excuses hide legitimate issues regarding the choice of group work as a learning tool; but their continued acceptance prevents academics from properly engaging with the needs and benefits of group work. This paper lists a number of the more common excuses surrounding the assessment of group and team projects and the real issues that they hide— issues regarding the different nature of group assessment, and the different competencies that are required both of students and staff. This paper does not advocate the removal of individual assessment within the group context, rather, it supports its inclusion only when coupled with a proper understanding of group and team approaches, and when performed with an appropriately constructed assessment tool. It is no longer a question of either/or but recognising the best way to prepare graduates for the uncertain and perhaps, arbitrary prospect of functioning in multi-contributor environments.

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