(from ‘Collaboration and Application’ at Central school of Speech and Drama)
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54: Assessment Procedures for Group Work (from ‘Collaboration and Application’ at Central school of Speech and Drama) |
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Assessment procedures
The assessment mark, which constitutes 10% of the overall degree classification, is based on the group product (or equivalent), the individual’s contribution to the process, and a written evaluation (supported by a portfolio of materials) of 4000 words.
Group process/product
This will be assessed by your supervising tutor, second marked by your unit tutor, and moderated, if necessary by a third member of the teaching team. Each group will be required to submit an area board form by 1.00p.m. on Thursday 2nd May. This will be discussed at an area board panel on Friday 3rd May. A second group evaluation meeting will take place at the end of the process, on Monday 24th June. Additionally, your supervising tutor will make a one hour visit per week to advise the group during the devising/rehearsal process.
Individual process
Each student will have two individual process tutorials, one at the beginning of the process, on Friday 3rd May, to identify and discuss individual objectives, and one half way through the process. In addition, we will repeat the system of peer assessment we piloted last year, which will not formally contribute to the assessment, but will help to inform the tutor’s judgement. I hope you will respond to this in the spirit in which it is intended, i.e. to help the supervising tutor make a fair assessment of each individual’s contribution to the process (since clearly only so much can be observed during the weekly visit).
In response to feedback from previous year groups, and in order to address the fact that staff can only have a partial view of the process, students are asked to clarify the situation by engaging in peer assessment. Guided by the level descriptors provided you are asked to rank order individuals in your group against a notional meridian mark. Students can be placed 5 points above or below if they have made an exceptionally good or less than positive contribution to the process.
For example:
| Student A (self) | M+1 |
| Student B | M- 2 |
| Student C | M |
| Student D | M+1 |
You may decide that the contribution made was exactly equivalent, in which case each group member would be awarded M.
Criteria for the assessment of process (for the guidance of hosts and peer markers).
| Student’s name: Group: |
| The student has made a contribution to realization of the product that is: Exceptionally strong Strong Adequate Inadequate Unsatisfactory |
| The student has adopted an area of responsibility and fulfilled that commitment to: The highest level A high level An adequate level A barely adequate level Not at all |
| The student has made a contribution to the conceptual development of the project in a way that is: Exceptionally strong Strong Adequate Inadequate Unsatisfactory |
| The student has displayed collaboration and group interaction skills which are: Exceptionally strong Strong Adequate Inadequate Unsatisfactory |
Evaluation
This will be first marked by your supervising tutor amd second marked by another member of the teaching team. Please refer to unit outline for assessment criteria.
Peer assessment form
Group:
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Name |
M
plus/minus |
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Student A
(self) |
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Student B |
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Student C |
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Student D |
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Student E |
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