A few things have prompted me to write this post. I’m putting together some new module outlines, and I’ve been thinking about how to assess these. I’ve also spoken to several students about their experiences of group work recently, both as part of the official feedback process and in general conversation. And I talk regularly with my colleagues about how teaching is going. These situations typically prompt me, and my colleagues, to reflect upon our practice, but also how we communicate that practice to our students – in other words, do we make it clear why we ask you to do the things we want you to do? Ideally we should, but there’s a big difference between listing some bullet points in a module template’s ILOs (Intended Learning Outcomes) and really explaining to students how the different parts of their studies all fit together. That’s one of the reasons we started this blog – to de-mystify the process a bit.
What really got me to my computer though was finding out what students think about their studies when they’re talking to each other and not to a tutor. It’s Sabbatical Election time on campus at the moment – there are posters and slogans and people in colourful costumes all over the place! Over the weekend, I was reading about some of the policies suggested by candidates for the Vice President Education sabbatical post (their debate was helpfully recapped on Twitter and then written up by the Exeter student paper Exposé.) I have the utmost respect for students who are engaged and driven enough to stand for election to these demanding posts, they play a crucial role in shaping how universities work, and I think even more students should get engaged with the process – if only through the simple act of voting! And I was impressed with many of the ideas and policies proposed by the various candidates. Several of the candidates brought up group work when outlining their policies, in particular ensuring that the marks awarded for group work were fair. The general point being made was that students should be rewarded for the work they, individually, put in. Seems reasonable, doesn’t it?
It did get me thinking, however, about how tutors are explaining group work to students, if it is mainly seen as leading to a grade based on hours of work done individually. The balance between the individual and the group is a tricky one to navigate, but group work is about much more than grades, and if tutors are not getting that across, then that worries me a bit.