Dealing with Free-Riders in Assessed Group Work: Results from a Study at a UK University

Autor/inn/en	Maiden, Barbara; Perry, Bob
Titel	Dealing with Free-Riders in Assessed Group Work: Results from a Study at a UK University
Quelle	In: Assessment & Evaluation in Higher Education, 36 (2011) 4, S.451-464 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Schools; Cooperative Learning; Teaching Methods; Foreign Countries; Higher Education; Evaluation; Colleges; Tutors; Teamwork; Business Administration Education; Employment; Group Behavior; Individual Activities; Underachievement; Likert Scales; Student Reaction; United Kingdom + Suchen Sie Ihr Suchwort? School; Schule; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Evaluierung; College; Hochschule; Fachhochschule; Förderlehrer; Lehrender; Tutor; Dienstverhältnis; Gruppenverhalten; Individual work; Einzelarbeit; Performance deficiency; Leistungsschwäche; Likert-Skala; Schülerkritik; Großbritannien
Abstract	Potential employers require graduates to be able to demonstrate competent teamwork skills in initiating ideas and solving problems cooperatively. Teamwork is prevalent in educational institutions and often included as a way of enriching learning and assessment. Whilst group working can provide a rich opportunity for cooperative learning, its assessment can be the cause of much anxiety amongst students. This paper examines the phenomenon of "free-riding" and explores methods of managing potential abuse. Six approaches were trialled in a UK university business school on modules of study involving assessed group work and the views of students and tutors analysed. Findings from the study indicate that students (like academics) value teamwork even when it is assessed. Any method to moderate "free-riding" is appreciated by students. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10