ABSTRACT
Group project work is widely used in higher education. While it carries many benefits, it can also sometimes be problematic. Webb (1995) discussed theoretical and practical issues that need to be taken into account in the design, use and interpretation of assessments carried out in collaborative small groups. She observed that differing purposes of assessment in the context of groups, sometimes represent competing goals. For example, improving individual achievement may not be consonant with the desire to increase group productivity. She also argued that the group processes involved may be different in the two contexts. ‘Behavior that is conducive to producing a high-quality group product may not always be conducive to individual learning and vice versa’ (Webb, 1995: 241). Nonetheless, Webb argued that equality of participation and active involvement by all group members is essential for individual learning in the context of collaboration, but that this condition is not always met. She also considered the effects of personality characteristics and status of group members in this context, to which we shall return later.
