Assessing Group Projects in Design Education

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dc.contributor.author Thompson Darrall 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.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.parent The Design Journal en_US
dc.journal.volume 5 en_US
dc.journal.number 3 en_US
dc.publocation Adelaide, Australia en_US
dc.identifier.startpage 365 en_US
dc.identifier.endpage 388 en_US
dc.cauo.name Finance and Economics en_US


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