Refocusing group work on collaborative learning and diversifying assessments in political science departments

Abstract

Group work is an essential aspect of our personal, educational and professional development, yet it is not a common method of assessment in Politics and International Relations departments at British Universities. This study explores how instructors can effectively engage students in assessed group work to help them develop an appropriate mix of skills by focusing on collaborative learning and scaffolding. It draws on primary sources collected from a final year Politics and International Relations module at a top-ranking British University. Group work assessment is discussed in relation to three points of comparison: cooperative and collaborative learning, formative and summative assessment, and individual and group achievement rates. The key findings suggest that (a) students have the ability to learn collaboratively with minimum “scaffolding” in place and prefer being empowered to self-manage their respective groups and arising problems and (b) formative group assignments and intermediary feedback are perceived by students as key in supporting group performance. The findings and proposed recommendations provide a guide for educators interested in diversifying their assessment methods and supporting students’ development.