R. Bree, C. Cooney, Moira Maguire, P. Morris, Paula Mullen
{"title":"An institute-wide framework for assessed group work: development and initial implementation in an Irish Higher Education Institution","authors":"R. Bree, C. Cooney, Moira Maguire, P. Morris, Paula Mullen","doi":"10.1080/23752696.2019.1631708","DOIUrl":null,"url":null,"abstract":"ABSTRACT Despite the academic, practical and social benefits, the assessment of group work brings challenges . S In response to feedback from students and staff, a framework and set of guidelines around assessed group work were developed by Dundalk Institute of Technology’s Learning and Teaching sub-committee of Academic Council. This article describes the development, implementation, and inititial evaluation of the framework and its impact. The mixed-method evaluation involved multiple stakeholders -student representatives, academic staff and key informants The evaluation suggests the framework is having a positive impact on both the staff and student experience. Predictably, the greatest impact is on awareness although there is also evidence of impact on lecturers’ practice. The impact at programme level is limited but encouraging early indications exist. Nonetheless, the evaluation demonstrates the need for ongoing support in interpreting and implementing the framework","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1631708","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Pedagogies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/23752696.2019.1631708","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 2
Abstract
ABSTRACT Despite the academic, practical and social benefits, the assessment of group work brings challenges . S In response to feedback from students and staff, a framework and set of guidelines around assessed group work were developed by Dundalk Institute of Technology’s Learning and Teaching sub-committee of Academic Council. This article describes the development, implementation, and inititial evaluation of the framework and its impact. The mixed-method evaluation involved multiple stakeholders -student representatives, academic staff and key informants The evaluation suggests the framework is having a positive impact on both the staff and student experience. Predictably, the greatest impact is on awareness although there is also evidence of impact on lecturers’ practice. The impact at programme level is limited but encouraging early indications exist. Nonetheless, the evaluation demonstrates the need for ongoing support in interpreting and implementing the framework
期刊介绍:
The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.