Group, Self, and Peer Assessment (1) Policy

Document Number	000650
Date Approved	1 December 2004

 

This policy has been superseded by Sections 13.4 and 13.5 of the Course Management and Assessment Procedure Manual [000996] from 1 January 2013.

 

1.      Introduction

1.1.     The policy should be taken into account when:

• Course coordinators set assessment items;
• Heads of Schools and Faculty Teaching and Learning Committees endorse courses; and
• Pro Vice-Chancellors approve courses.

2.      Group Assessment

2.1.     The policy recognises that group or collaborative learning is one important element of the learning process. When used effectively, group work can develop students’ interactive working techniques (such as teamwork and negotiation skills), and can enhance student understanding of course content (through group discussion and peer support). Student participation in group or collaborative work develops students’ ability to participate and contribute to group learning environments such as tutorials, seminars, laboratories and workshops.

2.2.     Weightings for group assessment must be consistent with the stated course objectives and comply with the following requirements:

2.2.1.       If group learning is not a stated Course objective then no more than 30% of the marks contributing to the final grade in the Course should be for Group projects.

2.2.2.       If group learning is a stated Course objective then no more than 50% of the marks contributing to the final grade may be allocated for group projects.

2.2.3.       Weighting of assessment item(s) and group size should be appropriate and consistent with workload requirements for the course.

2.2.4.       Courses involving a single project by a group of students should be avoided.

2.3.     When using group assessment, Course Coordinators have a responsibility to:

2.3.1.       establish clear equitable procedures for group work, and detail these procedures in the Course Outline including the purpose and function of the group project, how group conflict will be dealt with, and how the project will be assessed;

2.3.2.       ensure equity of assessment and workload within and across groups, and minimise the amount of out of class time required for groups to meet by, for example, allocating a proportion of timetabled hours for group work.

2.3.3.       maintain regular communication with groups; and

2.3.4.       establish procedures for:

• the selection of group members;
• the role and responsibility of group members;
• the conduct of group meetings; and
• feedback stages.

To be published in the Course Outline.

2.3.5.       Monitor and/or evaluate individual performance within the group on a regular basis during the course of the assessment and have a defined process for assisting underperforming students and, if necessary, replacement or withdrawal of a student from a group.

2.3.6.       Establish procedures for assessing the contribution of each member to the group project that ensure that the contributions of individual group members are taken into account in final marks for the group assessment item, for example, peer assessment. Marks may be allocated by a number of mechanisms such as by an individual mark or a shared group mark (noting the weighting requirements outlined above).

2.3.7.       Provide students with effective learning materials, instruction and support in accordance with the requirements of the Policy on Course Outlines and the Course Coordinator role.

2.3.8.       Consult with students during the establishment and development processes and consult with and advise students in writing of any changes to group assessment procedures.

2.3.9.       Be sensitive to cultural and gender differences amongst students.

3.      Self-Assessment

3.1.     Self-assessment develops students’ ability to think critically about their learning, to determine what criteria should be used in judging their work and to apply these to their own work.

3.2.     Assessment weightings for self-assessment must comply with the following requirements:

3.2.1.       Self-assessment should not form a major stated objective of a Course.

3.2.2.       No more than 10% of the marks contributing to the final grade in the Course should be for a self-assessment project.

3.3.     When using self-assessment, Course Coordinators have a responsibility to:

3.3.1.       ensure the outcomes of self assessment are equitable and credible;

3.3.2.       develop clear guidelines and criteria for students judging their own work

3.3.3.       provide mechanisms that increase the likelihood that students are able to judge by the same criteria. Mechanisms that can be used include self-marking (such as using Self-Evaluation Sheets) and class generated criteria for self-assessment;

3.3.4.       moderate the results of self-marking, and maintain a record of the moderation and of the marks awarded; and

3.3.5.       be sensitive to cultural and gender differences amongst students.

4.      Peer Assessment

4.1.     Peer assessment is a good tool for encouraging students to work cooperatively, and allows them to receive critical appraisal of their own work.

4.2.     Assessment weightings for peer assessment must comply with the following requirements:

4.2.1.       Peer-assessment should not form a major stated objective of a Course.

4.2.2.       No more than 10% of the marks contributing to the final grade in the Course should be awarded by peer assessment.

4.3.     When using peer assessment, Course Coordinators have a responsibility to:

4.3.1.       ensure the outcomes of peer assessment are equitable and credible;

4.3.2.       ensure that students are treated with fairness, consistency and respect by other students and not subjected to unnecessary embarrassment;

4.3.3.       develop clear guidelines and criteria for students judging each other’s work (mechanisms that can be used include peer marking using Evaluation Sheets);

4.3.4.       moderate the results of peer-marking, and maintain a record of the moderation and of the marks awarded; and

4.3.5.       be sensitive to cultural and gender differences amongst students.

Note:

(1) This policy is based on Group, Self, Participation and Peer Assessment policies developed by other Innovative Research Universities (IRU) member universities, in particular Murdoch University, and Griffith University.

Approval Authority	Academic Senate
Date Approved	1 December 2004
Policy Sponsor	Deputy Vice-Chancellor (Academic)
Policy Owner	Director, Centre for Teaching and Learning
Policy Contact	Director, Centre for Teaching and Learning
Amendment History	Note added that this policy has been superseded from 1 January 2013, The Secretariat, 15 May 2013. Minor amendment - Change of Policy Sponsor to Deputy Vice-Chancellor (Academic) to reflect structural changes from 1 January 2013, The Secretariat, 13 May 2013.