In Australia, team assessment has been introduced into many undergraduate and postgraduate courses. A key driver for the introduction of teamwork is that the ability to work in teams is a significant employability skill for all graduates. Furthermore, working in teams is considered to be an effective means through which to develop other employability skills such as time management, communication and people management skills. Students in the Faculty of Business and Law at Victoria University (VU) in Melbourne are expected to undertake a range of assessment tasks as members of different teams. VU's Learning and Teaching policies make no reference to managing, designing or grading team assessment and teaching staffhave adopted diverse approaches to team assessment. As the issue of team assessment has been a common complaint from students, the project sought to collect student views about team assessment with a view to improving the experience. The paper presents findings from 228 student responses to a mix of closed and openended questions asked via an online survey. In particular, the study examined a number of factors that students identified as contributing to a positive and negative team assessment experiences at university. Students were not necessarily opposed to team assessment as such but were concerned about the recognition of individual effort and the need for students to have some control over team membership. © Common Ground, Carolyn Woodley, Naomi Augar, Despina Whitefield, Maxwell Winchester.
Read full abstract