group work assessment in media production discussion of the project and the issues march 28th 2003...
TRANSCRIPT
• Group Work Assessment in Media Production• Discussion of the project and the issues• March 28th 2003
• Andrew Ireland• Project Manager, GWAMP• Lecturer in Television Production, • Bournemouth University
What I’m going to cover:• GWAMP• Why group work is important• Problems with assessing group work• A case study of peer assessment• Computer-aided assessment• Best Practice
Overview of project
• GWAMP:• Group Work Assessment in Media Production• A three year FDTL project• Dissemination strategy• Supported by LTSN
Higher Education
• Independent, self directed learners who:– Set their own goals– Know how to achieve them– Know when they have achieved them
Teamwork in H.E.
• Collaborative learning• Assessing others• Giving feedback to others• Being self-critical of own work• A transferable key skill
Group Work in Media Production
• Vocational activity• Replicating real-world practice• Role-orientated practice • Helps reflection and therefore learning• A crucial key skill for successful employment in the
media industry
Problems• Student resistance• Feedback• What to mark?• Degree classification• Validity• Reliability• Transparency• Moderation
Problems with assessing group work in Media Production
• Students work in hierarchic groups as well as collaboratively
• Tutor is not usually present when the work is carried out
• Students are not usually present when the work is assessed
• The process is assessed as well as the finished artefact
Group Work and Assessment:
• Induction and group formation• Group work process• Group work assessment
Induction and group formation
• How are groups formed?• How are roles allocated?• Do you teach group working skills?• Do you teach self and / or peer assessment skills,
explain criteria, and mark range?• Do the learning outcomes of the unit match the
assessment tasks and criteria?
Group work process
• Is the process monitored? How?• What support does the tutor offer for group
maintenance?• Are there intermediate deadlines to keep the project
on target? Is there formative assessment at these points?
Group work assessment
• Is the marking mainly on product, or process, or a combination of the two?
• Is there self assessment? Is this the same as a reflective essay?
• Is there peer assessment?• How is feedback given? Is there a group discussion
and justification of the individual marks awarded?
Group work assessment• Which of these assessment systems do you use?
– Student diary– Student reflective essay - on the process– Student reflective essay - on own performance– Student written review of final project - own? Other groups?– Peer assessment - with a proforma?– Tutor assessment of the process and individual contributions– Viva– Mark for specialist role (I.e. lighting)– Tutor mark for the final artefact– Students’ mark for the final artefact
Some assessment systems• Give everyone the same mark• Everyone has a different task and they get marked on that• The group gets a mark for the project - e.g. 60%. If there are six
students, the group has 6 x 60%=360 marks to allocate among themselves to reflect involvement / contribution
• A basic mark is awarded for the project, and then each member negotiates + / - 10% in tutorial with the tutor who has access to diaries, notes from tutorials etc.
• A basic mark is awarded for the project (e.g. 60%) and students individually allocate a mark to each of their peers (and themselves) which are averaged to produce an individual mark for each student (40%).
GWAMP Case Studies
• 6 video case studies:– Television Documentary at the University of Huddersfield– Radio Journalism at Warrington Collegiate Institute– Advertising at the University of Gloucestershire– Television Production at Bournemouth University– Interactive Media at the University of Western England– Producing Multimedia at the University of Luton
Television Production at Bournemouth University
• Level I unit• Students work in groups on a number of video
productions• Peer and Self assessment makes up 35% of the unit
mark• Each project is assessed by a tutor and is weighted
50% of the overall unit mark• Each student writes a 4,000 word Production
Analysis worth 15% which is a further form of self assessment
Television Production at Bournemouth University
• An example of how GWAMP has informed our own learning and teaching strategies:
• Since filming the video case study we have introduced a pro-forma to alleviate the students concerns about this form of assessment
• The peer assessment is moderated by everyone marking everyone else
• Students also discuss their feedback in group tutorials
• View Video Case Study
• Best practice is good practice used appropriately– Extensive supporting materials
– Flexible approach to changes in groups
– Assessment criteria that reflect the intended learning outcomes
– Flexibility to allow students to have part-ownership of the group work and assessment process
– Tutor and technical support of the group work process
– Formative assessment that allows students to reflect on their participation in group work
– Tutor ability to moderate peer assessment and deal proficiently with student appeals
– Transparency of assessment to allow students to understand the assessment process
• 12th September 2003• “Group Working and Assessment”
• A Resource Pack that will feature Academic Papers, lesson plans and a DVD learning and teaching package.
Conference
• “Peer assessment is time consuming and difficult to administer”
• C.A.S.P.A.R.• Computer Assisted Self and Peer Assessment
Ratings• A customisable database with a web front-end• 2003-2004
Beyond GWAMP
