Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Entire DC Network
An Exploration Of Fairness In The Assessment And Process Of Student Group Work, Rita Gibson, Emma Geoghegan, Oscar Macananey, Andrew Hines, Lorraine D'Arcy
An Exploration Of Fairness In The Assessment And Process Of Student Group Work, Rita Gibson, Emma Geoghegan, Oscar Macananey, Andrew Hines, Lorraine D'Arcy
Practitioner Research Projects
This project was driven by a motivation to be as fair as possible in the assessment of students' group work. Achieving fairness in assessment is a recurrent them in group project assessment literature (Nordberg, 2009). All authors of this report teach modules with group projects, and acknowledged that discrepancies often exist between a mark assigned to a group and an individual's contribution. Our aims were to (a) collectively enhance our understanding of the issues that need to be considered when assessing a group work project and (b) collectively build our confidence in approaches chosen to overcome these challenges. The findings …
Facilitating Group Work: A Guide To Good Practice, Ronan Mccrea, Irene Neville, David Rickard, Ciara Walsh, David Williams
Facilitating Group Work: A Guide To Good Practice, Ronan Mccrea, Irene Neville, David Rickard, Ciara Walsh, David Williams
Practitioner Research Projects
Oakley et al. (2004) and Gibbs (2009) observe that owing to the extensive literature on group work, lecturers searching for a succinct guide on how to facilitate this activity effectively would find it challenging to digest such a large corpus. We extensively reviewed the literature in order to produce a quick and accessible guide for lecturers to use. It is our aspiration that this could be referred to when planning and facilitating group work projects with insights and recommendations informed by our research. Moreover, as this work draws on publications from educators in a wide range of disciplines, we expect …
Alec/Adpr 207: Communicating To Public Audiences—A Peer Review Of Teaching Project Inquiry Portfolio, Karen J. Cannon
Alec/Adpr 207: Communicating To Public Audiences—A Peer Review Of Teaching Project Inquiry Portfolio, Karen J. Cannon
UNL Faculty Course Portfolios
A significant amount of research in teaching and learning is conducted exploring large enrollment courses. Often it seems as if we believe that the panacea is smaller class sizes. However, challenges exist in smaller enrollment courses as well. This inquiry portfolio explores an introductory, sophomore level course in strategic communication with an enrollment of 20 students. Despite the smaller number of students in the course, significant challenges exist and over the five spring semesters I’ve taught the class, one consistent challenge remains – how to bridge the wide range of student ability, knowledge, and experience of students in the course. …