Multiple perspective assessment strategies for group work

Within the Australian context there has been an increasing focus on the quality and effectiveness of the student learning experience in University programs. The momentum has been toward the enhancement of professional programs through the enrichment of the curriculum with a range of professional attributes. The momentum, created by this initiative has been significant in the design and engineering related disciplines. This momentum has been created in the Engineering discipline by the development, implementation and evaluation of Programs against attributes defined by the Australian Institute of Engineers. These attributes have added a measure of complexity to the delivery of the programs, this most noticeable in the assessment of student performance in the attainment of these atributes. This paper looks at the assessment processes of the professional attributes of collaboration and effectiveness as a team member. Authors such as Cross [1983] and Olserr [1992], consider the thinking processes involved in group design and problem solving. This research provides a level of understanding about the protocols that designers follow within groups interacting face to face, these now being the framework for curriculum considerations. Broome and Chen [1992] focused specifically on group design and problem solving in a technological context. The majority of this research, in the use of the design paradigm, has been in the industrial domain [Cooley, 1994]. The effective implementation into a curriculum provides considerable challenge.