Group projects are popular with teachers for their many potential benefits. Yet many students have bad experience with poor organization, conflicts, and moral hazards (e.g. free-riders). There is much that teachers may help in the way they set and assess such group works.
This seminar first reviews a selection of literature in group work and co-operative learning from both education studies and social sciences for a broad-based understanding, as well as concrete ideas relevant to teachers. Then we shall focus on practical issues in setting and assessing group works. Finally, we shall deliberate the use of peer assessment to emphasize the critical importance of situation.
