Investigating the allocation and corroboration of individual grades for project-based learning

Concerned with grade allocation, contribution and an emphasis on final product production in a project-based class, a study was conducted in order to investigate methods in which to address these issues. The researcher of the study, also the teacher, utilised a technical action research approach with two cycles in order to investigate his own classroom practice at a private university. The researcher created and ran two projects with the class to coincide with each cycle. Results were collected in the form of passive observation, a questionnaire, reflections, self-assessments, group-evaluations, and wiki logs. Results from the study yielded a number of aspects for practitioners to consider when developing project-based assessment, and a discussion on aspects of group assessment including free-riders, co-created assessment, and weightage, and validation.