Theorising group work as an assessment tool in Higher Education at foundation level in Mauritius

Article


Rout-Hoolash, S. 2018. Theorising group work as an assessment tool in Higher Education at foundation level in Mauritius. Journal of Education. 9 (2), pp. 74-81.
TypeArticle
TitleTheorising group work as an assessment tool in Higher Education at foundation level in Mauritius
AuthorsRout-Hoolash, S.
Abstract

Contemporary higher education study inherently encompasses the concepts of group work or collaborative learning into their curriculum. This is a practice-oriented paper that presents group project work within modern-day teaching, learning and assessment theoretical frameworks. By using anecdotal evidence to establish multi-cultural, assessed group work as 'troublesome knowledge' and as 'threshold concepts' for many students, this paper serves as a reminder to academic staff of the challenges faced by students as they navigate through this new learning environment. This paper uses the students' voice as a powerful means of observing students' perceptions on small group project work through private blogs, assessed within a diverse learning background. As a reflective practitioner, the researcher tries to challenge the assumptions academic staff make about student's understanding and familiarity with these fundamental notions. This paper is of significance to university staff as they prepare students for summative group work.

PublisherMauritius Institute of Education (MIE)
JournalJournal of Education
ISSN1694-3643
Publication dates
Print01 Nov 2018
Publication process dates
Deposited11 Sep 2019
Accepted01 Jan 2017
Output statusPublished
Publisher's version
Copyright Statement

Permission granted by the publisher, Mauritius Institute of Education (MIE), to make the full text of the published version available in the Middlesex University Research Repository

LanguageEnglish
Permalink -

https://repository.mdx.ac.uk/item/88737

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Rout-Hoolash, S. and Coowar, R. 2019. Use of ICT tools (Tablet PC) to promote innovative teaching & learning and to develop students' 21st century skills at O' level: An action research case study in Mauritius. Journal of Education. 10 (1), pp. 77-100.