Group Learning and Group Assessment on Undergraduate Computing Courses in Higher Education in the UK: results of a survey

Abstract

A survey was undertaken of all universities in the UK to establish the extent and nature of group learning and group assessment on undergraduate computing courses. Quantitative and qualitative data were collected about the amount and control of group learning and assessment, methods of marking group assessments and tutors’ attitudes to group learning and assessment. The results are presented, analysed and discussed. The survey shows that group learning and group assessment have established themselves to varying extents in the vast majority of computing courses for which responses were received and points to the need for more research into methods of group assessment which can demonstrate reliability.