Moderation case study:
Using Group Discussion as a technique for assessing theory
10 Academy New Zealand
5968 Discuss the social implications of information technology (Level 3)
Case studies of assessment and moderation
Commentary
Background
Support documents
Commentary
The use of a group activity to generate evidence for a theory standard is an interesting approach and an alternative to the conventional pen and paper knowledge assessment more frequently used. It allows tutors to use their professional judgement supported by moderation to ensure consistency in meeting the requirements of the national standard.
Features of the technique are:
- assessment designed at element level
- assessment designed to fit logically into learning process
- facilitated discussion allows for the least amount of evidence needed to make valid judgements
- clear activity instructions ensure the practical exercise will provide naturally occurring evidence
- cross referencing to other standards indicated.
There are some issues surrounding this type of assessment that need to be considered before attempting to use the technique. These are:
- How to convert group performance to an individual result?
- How to ensure the authenticity of contribution? Some people are very good at listening to others and then summarising what has been said in their own words.
- Some people say a great deal with little substance; others say little but of major significance. It takes a skilled assessor to distinguish this in a group situation.
Background
There are two elements in the standard so two discussions were planned with the tutor recording the participants' input to the discussion. Flexibility was given in how the information was recorded - tape or video - although the last tutor used CD writing technology. Recording the discussions allows feedback to the whole group. The assessment is designed for classroom use.
The assessment has been internally and externally moderated with positive outcomes.
Multimedia courses are usually structured around individual use of a computer and group activities are well liked by the students.
The assessment has been used three times to date and no changes have been made following evaluations.
The main problem often encountered when doing assessments is deciding on how much evidence and how the evidence will be presented. In the case of this assessment, it was a difficult decision because every group will be different - this means relying on the professional judgement of the person who is conducting the assessment with the group.
Support documents
The support documents are provided here as an example of moderation in practice but are not intended as a definitive guide.
View the assessment pack, tutor's introduction, assesment schedule and sample answers in PDF 
.
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Page updated: 17 December 2002