Group assessment or end-of-semester essay
Judy Walsh,
School of Social Justice
University College Dublin.

Group presentation (50%)
Individual reflective writing
(50%)
End-of-semester essay (incl. choice of theme) 100%

• Group work & presentation already element of module but was relucant to assess summatively
• Skills evaluated under both ‘new’ modes of assessment feature strongly in programme learning objectives but bias towards essays
• Some students’ abilities inadequately rewarded
• Themes of empowerment & inclusivity n.b. in
Equality Studies MSc!

• Detailed written information provided at 1 st class
(grading criteria for both options etc.)
• 20 minute session in week 3
• Invitation to discuss choice individually (feasible with
32 students)
• Decision by students required by week 5
• Uneasy about equity in support: several meetings with each group; feedback & meetings with students opting for essay

• Very enthusiastic about choice, especially in programme context: trying out something different, developing new skills…
“As a student who is dyslexic I appreciated the flexbility in assessment as too much of a focus is on essay format. It allowed me to be more academically expressive.”

• Group work element generated mixed (often contradictory) feelings
“I’m terrified of public speaking, so it was good to face my fear!”
“The group dymanic was awful, some people were marginalised… We should do more group work.”

• Grading less onerous and tedious 
• Grade inflation
• Reduced anxiety about validity of assessing theoretical material in less conventional way
• Ongoing work with colleagues on closer alignment of assessment methods with programme objectives
• Choice element worked very well; extra work burden
1 st time round but was worth it