Assessment of group projects in Zoology 1 practical classes

Discipline Area

Zoology

Key assessment issue addressed

Assessment of group work where the group presents a joint project

The initiative

Traditionally, science teaching patterns emphasise assessment of individual laboratory work, which may not encourage deep learning. I incorporated a group project into the practical course for Zoology 1 to encourage student-student interaction. For the project (run over two non-consecutive practical sessions) the students worked in groups of (about) 3. An important element was the flexibility of the approach. While some core tasks were specified, each group was free to complete the project as they wished. They presented a portfolio of work that was assessed as a whole, with each group member receiving that mark.

However assessment of group work is always a thorny issue. There is always the question of whether each group member had contributed, not equally, but to the best of their ability. This project represented only a minor part of an overall assessment package. I therefore decided to award the same grade to all members of the group, emphasising the importance of the group product, but with a mechanism for adjusting marks according to each student's contribution. Each student was able to confidentially assess their group members' contribution (100% = full participant to 0% = did not contribute at all). Where a person was shown not to have participated fully, I multiplied their mark by the mean % awarded by their peers. Actually I only needed to do this on very rare occasions. It seems that students are very reluctant to "dob in" a mate unless things are really bad. However informal feedback showed that they appreciated that such an opportunity existed.

Student evaluations showed strong support for the group project although there was a significant minority that did prefer to work alone.

The reason for the initiative's effectiveness

Introduction of a group project encouraged a deep learning approach in first year science practicals, while the assessment strategy provided reassurance to students that non-participation by a group member would incur a penalty.

Further details

Dr Susan Jones
Institution School of Zoology,
University of Tasmania
S.M.Jones@utas.edu.au