A Holistic Overview of Studies to Improve Group-Based Assessments in Higher Education: A Systematic Literature Review

Roksana Jahan Tumpa (), Samer Skaik, Miriam Ham and Ghulam Chaudhry
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Roksana Jahan Tumpa: School of Engineering and Technology, Central Queensland University, Sydney, NSW 2000, Australia
Samer Skaik: School of Engineering and Technology, Central Queensland University, Melbourne, VC 3000, Australia
Miriam Ham: School of Education and the Arts, Central Queensland University, Cairns, QL 4870, Australia
Ghulam Chaudhry: School of Engineering and Technology, Central Queensland University, Sydney, NSW 2000, Australia

Sustainability, 2022, vol. 14, issue 15, 1-23

Abstract: There is a soaring demand for work-ready graduates who can quickly adapt to an ever-challenging work environment. Group-based assessments have been widely recommended as a means to develop the skills required for the world of work. However, group-based assessments are perceived as challenging for both students and educators. This systematic literature review (SLR), based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA), focuses on analyzing and synthesizing the existing literature on group-based assessments. A four-step approach was undertaken in order to conduct this research. The SLR identified 71 relevant articles, analyzed using thematic analysis with the aid of NVivo software. An open coding approach was adopted to generate codes. The validity of the SLR process and the reliability of the research tool were maintained through the use of trustworthiness. The findings identified dominant themes such as self- and peer evaluations, training students for group work assessments, group formation, group size, and the role of academics and technology in facilitating group processes. The outcomes of this review contribute significantly to the design and administration of group-based assessments in higher education by providing academics with practical guidelines to effectively facilitate group-based assessments which fit the purpose.

Keywords: group-based assessments; group assessments; team assessments; systematic literature review; higher education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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