Abstract:
With a rise in group work across schools and universities, there has been a great deal of research regarding the
beneficial impacts of teamwork on learning. However, research is limited in the area of assessment of group
work in mathematics at the tertiary level. This qualitative based study is an investigation into problems faced by
tertiary students' with assessment of group work in mathematics. This study is part of a larger project aimed at
investigating the effects of collaborative learning methods in higher education mathematics. The overall
objective is to facilitate learning that is more meaningful and to promote deeper understanding of concepts
covered in first year mathematics. Twenty students studying a first year mathematics subject were involved in
in-depth interviews. Implications for assessment policy are discussed with some recommendations made.
