UCD Case 3:
Group assessment or
end-of-semester essay
Judy Walsh,
School of Social Justice
University College Dublin.
The Assessment Choices
Group presentation (50%)
Individual reflective writing
(50%)
End-of-semester essay (incl.
choice of theme) 100%
Why I decided to use these
assessments
• Group work & presentation already element of
module but was relucant to assess summatively
• Skills evaluated under both ‘new’ modes of
assessment feature strongly in programme learning
objectives but bias towards essays
• Some students’ abilities inadequately rewarded
• Themes of empowerment & inclusivity n.b. in
Equality Studies MSc!
How implemented
• Detailed written information provided at 1st class
(grading criteria for both options etc.)
• 20 minute session in week 3
• Invitation to discuss choice individually (feasible with
32 students)
• Decision by students required by week 5
• Uneasy about equity in support: several meetings
with each group; feedback & meetings with students
opting for essay
Student reactions
• Very enthusiastic about choice, especially in
programme context: trying out something
different, developing new skills…
“As a student who is dyslexic I appreciated the
flexbility in assessment as too much of a focus
is on essay format. It allowed me to be more
academically expressive.”
Student reactions
• Group work element generated mixed (often
contradictory) feelings
“I’m terrified of public speaking, so it was
good to face my fear!”
“The group dymanic was awful, some people
were marginalised… We should do more
group work.”
Staff reaction(s) and suggestions
for change
• Grading less onerous and tedious 
• Grade inflation
• Reduced anxiety about validity of assessing
theoretical material in less conventional way
• Ongoing work with colleagues on closer alignment of
assessment methods with programme objectives
• Choice element worked very well; extra work burden
1st time round but was worth it