Fairness in assessing group projects: a conceptual framework for higher education

Group projects form a large and possibly growing component of the work undertaken for assessing students in higher education, and especially in post-graduate work in business. Yet the assessments sources, methods and purposes result in an array of combinations that the literature fails to capture in its full complexity. Tutors may be able to assess the work of the group as well as they might the work of any individual. But grades - and degrees - are awarded to individuals. Writers on higher education speak of using self- and peer-assessment as a way of qualifying the evaluation of group work so as to differentiate between individuals. But these commonly used terms - drawn from approaches to assessing individual work - are ambiguous or even misleading in the context of group work. This paper proposes a framework for discussing the assessment of group projects in an effort to help identify how the benefits of group learning and be translated into fairer summative assessments.

Literature Review WM9: Part II - light goods vehicles in urban areas, carried as as part Work Module 1, Green Logistics Project

LGVs are of ever-greater importance in terms of the final delivery of many time-critical, high value goods and are also widely used in industries that provide a wide range of critical support services. There are almost five times as many LGVs as there are HGVs (goods vehicles over 3.5 tonnes gross vehicle weight) currently licensed in Britain. The LGV fleet in Britain is growing at a faster rate than the HGV fleet, and the LGV fleet travels more than twice as many vehicle kilometres each year than the total HGV fleet. LGVs perform a far greater proportion of their total distance travelled in urban areas than HGVs, and consume 25% of the total diesel and 3% of the total petrol used by all motorised road transport vehicles in Britain.

Literature Review WM9: Part I - urban freight transport, carried out as part of Work Module 1, Green Logistics Project

The review illustrates the importance of road movements in goods distribution in urban areas. It highlights the major economic, environmental and social impacts associated with this freight activity and reviews policy options available to those responsible for regulation. A wide range of possible solutions to problems posed by urban freight operations are also covered including approaches related to: consolidation, facilities, vehicle design, information capture and utilisation, and non-road modes.

The National Teaching Fellowship Scheme in England and Northern Ireland

In the 1990s, the Higher Education Funding Councils of England and the equivalent body in Northern Ireland (DEL NI) took a positive step by supporting the development of initiatives that promoted and supported innovation and the recognition of excellence in learning and teaching in Higher Education. One of the earliest manifestations of this support was the National Teaching Fellowship Scheme which celebrates its tenth anniversary this year, making this a timely opportunity to consider the personal and professional impact this scheme has had on the quality of teaching throughout the Higher Education sector.

Engendering a culture of quality enhancement in teaching and learning: lessons learned

Enhancing the quality of learning and teaching in higher education has been on the English national agenda for more than a decade. The Government and funding organisations have enabled universities to focus on creating a culture of excellence in learning and teaching and continuing academic and professional development. This paper describes some of the strategies that have promoted a culture of quality teaching in higher education in England and how one organisation, the University of Westminster has implemented those strategies to engender a culture of quality enhancement and continuing professional development.