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Following the guidelines from the Department of Education about the promotion of collaborative learning, teachers and lecturers in some high schools and universities across the nation adopted a group-project-based instructional strategy and a practice of assessing students’ performance by giving them an equally-shared mark. With a closer look at the bigger picture, I would firmly argue that this existing ‘one-group-one-grade policy’ fails to be an effective method of assessment.
One of the major drawbacks of implementing this policy is that students’ actual individual contributions are not reflected, thus resulting in a lower level of motivation in future group projects. In basically most learning groups, a very likely scenario could be that some members, especially those who are less active and motivated in completing the assigned project, get a ‘free ride’. This means that these students, reluctant to participate in discussions and provide any insights on problems, can benefit from other more devoted and hard-working peers with the implementation of this ‘the-same-mark’ assessment form. When their submitted group work, recognized and appreciated by their teacher or professor, is marked as excellent with an A, the real contributors in the group may feel that those lazy free-riders just do not deserve to achieve the same grade. They therefore would refuse to contribute substantially in other similar group-based assignments.
Besides being demotivating to some industrious participants, this evaluation method could bring negative impacts to good students. Before a task is allocated by an instructor, students would be grouped randomly or according to some common criteria, such as students’ registered ID number, the initial of their family name, and the like. The result of this is that the newly formed project group could consist of both academically high achievers, ‘strugglers’ and average students. The quality of their group work could be lower than that of the individual work completed by those top students. My own experience can illustrate the disadvantage of being given an equal mark for a group assignment. In our Marketing Analysis module, I used to get an average score of an A for every assigned task. Last week, Professor Cummings instructed us to finish a group project, to evaluate the commonly used advertising strategies and analyze their impacts on consumer behaviors, and clarified that each member would be graded the same. With the task division making each of us responsible for one section, the combined work was completed and submitted before the deadline. To my disappointment, our group was only graded B plus, lower than my previous score.
To conclude, the “equally-shared-score” policy should not be labelled as a proper and recommended form of assessment for students’ group work.
