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
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Discussion of the project and the issues
March 28th 2003
Project Manager, GWAMP
Lecturer in Television Production,
Why group work is important
Problems with assessing group work
A case study of peer assessment
Group Work Assessment in Media Production
A three year FDTL project
Supported by LTSN
Independent, self directed learners who:
Set their own goals
Know how to achieve them
Know when they have achieved them
Giving feedback to others
Being self-critical of own work
A transferable key skill
Replicating real-world practice
Helps reflection and therefore learning
A crucial key skill for successful employment in the media industry
What to mark?
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
Induction and group formation
Group work process
Group work assessment
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?
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?
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?
Which of these assessment systems do you use?
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
Mark for specialist role (I.e. lighting)
Tutor mark for the final artefact
Students’ mark for the final artefact
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%).
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
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
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
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
“Group Working and Assessment”
A Resource Pack that will feature Academic Papers, lesson plans and a DVD learning and teaching package.Conference
Computer Assisted Self and Peer Assessment Ratings
A customisable database with a web front-end
[email protected] administer”
Tel. 01202 595340
www.gwamp.bournemouth.ac.ukEnd of Presentation