Developing a conceptual model for the effective assessment of individual student learning in team-based subjects

Eliot, Matt; Howard, Prue; Nouwens, Fons; Stojcevski, Alex; Mann, Llewellyn; Prpic, JK; Gabb, Roger; Venkatesan, Srikanth; Kolmos, Annette

doi:10.7158/d11-136.2012.18.1

Cited by 7 publications

(9 citation statements)

References 6 publications

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“…A study by Kolmos and Holgaard (2007) suggests that such group-based exams assess students on complex knowledge, but also helps them relect on their scientiic work and the team processes. This way of assessing students is also aligned with a study on collaborative assessment, which pointed to the importance of clarity in expected learning outcomes and opportunities for each student to demonstrate their learning (Elliot et al 2012).…”

Section: Pbl As Cases and Projectsmentioning

confidence: 99%

Problem-based projects in medical education: extending PBL practices and broadening learning perspectives

Stentoft

2019

Adv in Health Sci Educ

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Medical education strives to foster effective education of medical students despite an ever-changing landscape in medicine. This article explores the utility of projects in problem-based learning-project-PBL -as a way to supplement traditional case-PBL. First, project-PBL may enhance student engagement and motivation by allowing them to direct their own learning. Second, project-PBL may help students develop metacognitive competencies by forcing them to collaborate and regulate learning in settings without a facilitator. Finally, project-PBL may foster skills and competencies related to medical research. As illustrated through a brief example from Aalborg University, Denmark, students learn differently from project-PBL and case-PBL, and so one implementation cannot simply replace the other. I conclude by suggesting future directions for research on project-PBL to explore its benefits in medical education.

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Section: Pbl As Cases and Projectsmentioning

confidence: 99%

Problem-based projects in medical education: extending PBL practices and broadening learning perspectives

Stentoft

2019

Adv in Health Sci Educ

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“…12 While the educational benefits of cooperative learning and teamwork are well documented, 13 assessing the learning of individuals that contribute to a team project remains a challenge. As described in Eliot et al, 14 students, instructors and accrediting bodies are still grappling with determining which assessment tools are most appropriate to determine an individual's grade in a team setting.…”

Section: Introductionmentioning

confidence: 99%

Student satisfaction – What it means to teaching and learning of undergraduate engineering units

Mandal

2017

International Journal of Mechanical Engineering Education

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This paper describes teaching enhancements the author used to improve student satisfaction ratings in three higher year undergraduate Mechanical Engineering units. Improvements to student satisfaction and feedback rates were obtained by applying Central Queensland University's seven principles of good teaching and the author's new innovative teaching approach, called the '4-point teaching and learning strategy' to make red units green and good units excellent. The research question is to analyse how effective is the author's 4-point teaching and learning strategy to student satisfaction and their learning journey. Student satisfaction ratings and attrition rates, as well as student grades are compared over a few years to identify trends. These approaches were presented to other engineering colleagues, some of whom employed them with an overall improvement in student learning being noticed in recent terms. This paper deals with the Scholarship of Teaching where an instructor uses a systematic approach and a rational framework employing the new 4-point strategy to make changes to unit delivery to improve student learning and satisfaction, as well as to reduce attrition.

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“…Individuals in a group assessment are traditionally awarded a group mark which may be unfair to students. To gauge the breadth and depth of the individual's learning, academics need to provide the opportunity to students to demonstrate their individual state of learning [14,72]. Individual contributions need to be reflected in the assessment design to avoid free-riding [73].…”

Section: Citation Analysismentioning

confidence: 99%

A Holistic Overview of Studies to Improve Group-Based Assessments in Higher Education: A Systematic Literature Review

et al. 2022

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There is a soaring demand for work-ready graduates who can quickly adapt to an ever-challenging work environment. Group-based assessments have been widely recommended as a means to develop the skills required for the world of work. However, group-based assessments are perceived as challenging for both students and educators. This systematic literature review (SLR), based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA), focuses on analyzing and synthesizing the existing literature on group-based assessments. A four-step approach was undertaken in order to conduct this research. The SLR identified 71 relevant articles, analyzed using thematic analysis with the aid of NVivo software. An open coding approach was adopted to generate codes. The validity of the SLR process and the reliability of the research tool were maintained through the use of trustworthiness. The findings identified dominant themes such as self- and peer evaluations, training students for group work assessments, group formation, group size, and the role of academics and technology in facilitating group processes. The outcomes of this review contribute significantly to the design and administration of group-based assessments in higher education by providing academics with practical guidelines to effectively facilitate group-based assessments which fit the purpose.

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Developing a conceptual model for the effective assessment of individual student learning in team-based subjects

Cited by 7 publications

References 6 publications

Problem-based projects in medical education: extending PBL practices and broadening learning perspectives

Problem-based projects in medical education: extending PBL practices and broadening learning perspectives

Student satisfaction – What it means to teaching and learning of undergraduate engineering units

A Holistic Overview of Studies to Improve Group-Based Assessments in Higher Education: A Systematic Literature Review

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