Group assessment challenges in project-based learning – Perceptions from students in higher engineering courses

Industry and society want to recruit students who can work in team-based projects. Thus the task for educators in higher education is to prepare and provide such learning environments. However, assessment is one major challenge associated with enacting these learning environments. The literature advocates active team learning but then supports individual assessment modes. The purpose of this paper is to identify and elaborate on group assessment challenges for students and educators in project-based learning. The research is based on a literature review in the field of project-based learning and group assessment. It is empirically supported by action research in three classes of university engineering students. The findings point to an assessment dilemma, which requires a change in mind-set from individual to team/group grading. The students prefer group learning over written exams. However, when it comes to assessment, the majority want individual grading. Individual assessment is perceived as more fair but unnecessary for learning. Furthermore, a challenge identified by educators is to ensure that all individuals have achieved the learning outcomes. At the same time, they find it frustrating to make individual assessments when the course is based on group learning