Assessing Group Projects in Design Education

Thompson, D

Assessing Group Projects in Design Education

Thompson, D

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Publisher:: Blackwell Publishing
Publication Type:: Journal Article
Citation:: Thompson Darrall 2002, 'Assessing Group Projects in Design Education', Ashgate Press, vol. 5, no. 3, pp. 41-56.
Issue Date:: 2005

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Field	Value	Language
dc.contributor.author	Thompson, D	en_US
dc.date.accessioned	2009-12-21T02:35:22Z
dc.date.available	2009-12-21T02:35:22Z
dc.date.issued	2005	en_US
dc.identifier	2004002802	en_US
dc.identifier.citation	Thompson Darrall 2002, 'Assessing Group Projects in Design Education', Ashgate Press, vol. 5, no. 3, pp. 41-56.	en_US
dc.identifier.issn	1460-6925	en_US
dc.identifier.other	C1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/4880
dc.description.abstract	The ability to work in teams is increasingly demanded by the 'digital melting pot' of current design practice. In design education group projects with group-based assessment are strategies often adopted to reap the benefits of economy of scale. However there is a fundamental problem with groupbased assessment. Those who work hard are demotivated through lack of acknowledgement and 'free riders' receive the same grade. The design of an effective learning environment for group work clearly needs to employ methodologies which encourage students to adopt a deep approach to the learning activities. This article illustrates some vital educational concepts which clarify the dynamics of the learning environment and offer a framework for the design of group-based assessment. The author was part of a multidisciplinary team which designed an online Self and Peer Assessment Resource Kit (SPARK). The system solves the problems and yields the generic skill benefits arising from well-designed group projects.	en_US
dc.publisher	Blackwell Publishing	en_US
dc.relation.ispartof	The Design Journal	en_US
dc.relation.isbasedon	http://dx.doi.org/10.1111/j.1467-8454.2005.00271.x	en_US
dc.title	Assessing Group Projects in Design Education	en_US
dc.type	Journal article
utslib.citation.volume	5	en_US
utslib.citation.number	3	en_US
utslib.location	Adelaide, Australia	en_US
utslib.citation.startpage	365	en_US
utslib.citation.endpage	388	en_US
utslib.identifier.org	Finance and Economics	en_US
utslib.copyright.status	closed_access

Abstract:

The ability to work in teams is increasingly demanded by the 'digital melting pot' of current design practice. In design education group projects with group-based assessment are strategies often adopted to reap the benefits of economy of scale. However there is a fundamental problem with groupbased assessment. Those who work hard are demotivated through lack of acknowledgement and 'free riders' receive the same grade. The design of an effective learning environment for group work clearly needs to employ methodologies which encourage students to adopt a deep approach to the learning activities. This article illustrates some vital educational concepts which clarify the dynamics of the learning environment and offer a framework for the design of group-based assessment. The author was part of a multidisciplinary team which designed an online Self and Peer Assessment Resource Kit (SPARK). The system solves the problems and yields the generic skill benefits arising from well-designed group projects.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/4880