An interesting topic and I share the views of others on the need to see this in a broader context.  I’ve just co-written an article about ‘Writing SoTL articles for peer-reviewed journals’ in which we emphasise the importance of developing a critical network of colleagues to comment on drafts of articles before submission. I am also a fan of collaborative learning and we should avoid the assessment tail wagging the learning dog.

 

Tracey, more specifically on the issues you raise, you may find the chapters on ‘Assessment’ and ‘Supervising and Advising’ in Healey et al (2013) useful; and, in a slightly broader context, the discussion of redistributing group marks among individuals in Healey and Addis (2004) of interest.

 

Best wishes

 

Mick

 

2004 Use of peer and self-assessment to distribute group marks among individual team members: Ten years experience, in Healey M and Roberts J (Eds) Engaging students in active learning: case studies in geography, environment and related disciplines, Cheltenham: University of Gloucestershire, Geography Discipline Network and School of Environment pp116-121 (Healey M and Addis M)

2013 Developing and enhancing undergraduate final year projects and dissertations. York: HE Academy. (Healey M, Lannin L, Stibbe A and Derounian J) 93pp

 

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Thanks for your thoughts so far!  It’s interesting that as educational developers we are generally supportive of the idea and yet our institutions regulations oppose it!  I am talking about Individual Research Projects which seems to err against collaboration, but hey, who works in complete isolation these days?  Isn’t that why we are trying to move away from closed book exams too?

 

Rob Daley highlighted the other ‘elephant in the room’ that we had also discussed here – how much the supervisor helps the student when reading drafts and suggesting corrections.  At the end of the day we want students to achieve their potential and some need more support in that than others.  It’s not an exact science and yet some colleagues in the QA end of things (apologies to Neil and anyone else with QA in their remit!) want to make it black and white and auditable.

 

More food for thought!

 

Best wishes,

Tracey

 

 

Hi Tracey

 

Really interesting views, and, like others, I agree with the notion of peer support and group supervision.

 

We have some guidance, …..

 

Collusion occurs when, unless with official approval (e.g. in the case of some forms of group projects), two or more students collaborate in the preparation and production of work which is ultimately submitted by each in an identical, or substantially similar, form and/or is represented by each to be the product of their individual efforts. Collusion also occurs where there is unauthorised co-operation between a student and another person in the preparation and production of work which is presented as the student’s own. The act of one student allowing another access to their own work is considered an act of collusion by both parties, regardless of intent.

 

Best wishes

Neil

 

 

 

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