implies that all group members receive a Mari Cruz to common mark. Like peer assessment, group identify good assessment can be used to provide practices of group Rather than assessing individual work, formative feedback in large class of assessment using students are assessed as part of a students, relieving tutors of some of PebblePad therefore, it is important to clarify what is the marking workload. being assessed: -What is being assessed: Product, Process Evidence suggests that the assessment or both? practices take when both the -Who is the assessor: tutor, student or product and the process are assessed. both? The weight given to both will depend -Who gets the marks: individuals or on the learning outcomes of the groups? course and the assignment. The tutor should provide with a marking grid or rubric describing how product and . process will be assessed. Unlike peer-moderate marking, assessment can be used with students in early years and it is highly recommended asking students to assess their own contributions to the team and their group’s dynamic: how they respectfully listened to and considering opposing views or a minority opinion; how effectively they managed conflict around differences in ideas or approaches; how they kept the group on track and met deadlines in track, etc. Tutors can also ask students to comment on the contributions of
implies that all group members receive a common mark. Rather than assessing individual work, students are assessed as part of a therefore, it is important to clarify what is being assessed: -What is being assessed: Product, Process or both? -Who is the assessor: tutor, student or both? -Who gets the marks: individuals or groups? . Like peer assessment, group assessment can be used to provide formative feedback in large class of students, relieving tutors of some of the marking workload. Evidence suggests that the assessment practices take when both the product and the process are assessed. The weight given to both will depend on the learning outcomes of the course and the assignment. The tutor should provide with a marking grid or rubric describing how product and process will be assessed. Unlike peer-moderate marking, assessment can be used with students in early years and it is highly recommended asking students to assess their own contributions to the team and their group’s dynamic: how they respectfully listened to and considering opposing views or a minority opinion; how effectively they managed conflict around differences in ideas or approaches; how they kept the group on track and met deadlines in track, etc. Tutors can also ask students to comment on the contributions of Mari Cruz to identify good practices of group assessment using PebblePad