Quantitative analysis of approaches to group marking

Hugh Harvey, James Keen, Chester Robinson, James Roff, Thilo Gross

Research output: Contribution to journalArticle (Academic Journal)peer-review

3 Citations (Scopus)
77 Downloads (Pure)


Group work, where students work on projects to overcome challenges together, has numerous advantages, including learning of important transferable skills, better learning experience and increased motivation. However, in many academic systems the advantages of group projects clash with the need to assign individualised marks to students. A number of different schemes have been proposed to individualise group project marks, these include marking of individual reflexive accounts of the group work and peer assessment. Here, we explore a number of these schemes in computational experiments with an artificial student population. Our analysis highlights the advantages and disadvantages of each scheme and particularly reveals the power of a new scheme proposed here that we call pseudoinverse marking.
Original languageEnglish
Number of pages15
JournalAssessment and Evaluation in Higher Education
Early online date14 Feb 2019
Publication statusE-pub ahead of print - 14 Feb 2019


  • Quantitative
  • group marketing
  • group projects
  • individual marks


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