An institute-wide framework for assessed group work: development and initial implementation in an Irish Higher Education Institution

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1631708

R. Bree, C. Cooney, Moira Maguire, P. Morris, Paula Mullen

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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

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评估小组工作的全学院框架:爱尔兰高等教育机构的发展和初步实施

小组作业评估在学术、实践和社会方面都有一定的效益，但也带来了挑战。根据学生和教职员的反馈意见，邓多克理工学院学术委员会的学习和教学小组委员会制定了一套关于评估小组工作的框架和指导方针。本文描述了该框架的开发、实现和初步评估及其影响。混合方法评估涉及多个利益相关者——学生代表、学术人员和关键线人。评估表明，该框架对员工和学生的体验都产生了积极影响。可以预见的是，最大的影响是对意识的影响，尽管也有证据表明对讲师实践的影响。在方案一级的影响有限，但存在令人鼓舞的早期迹象。尽管如此，评估表明在解释和实施框架方面需要持续的支持

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

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.