摘要：The collection of student feedback is a central strategy to monitor the effectiveness of teaching and learning at educational institutions (Meyer, 2010). This paper analyses the feedback and findings from a recent questionnaire survey of students' experience and perceptions of group work at the University of Bedfordshire at both undergraduate and postgraduate levels. The main objective of this study is to raise practical issues that teachers need to consider in designing and carrying out group assessments. This is aimed at overcoming the drawbacks, while amplifying the benefits, of group work, and improving students' engagement and performance in this type of assessment. The following are the key findings from analysis of the questionnaire replies: a) Group assignments were indeed valued by students despite the perennial problem of perceived unequal contribution from group members. Respondents recognised the benefits of group assignments as well as the drawbacks. b) A wide variety of communication strategies had been employed between students for working on group assignments, as well as individual assignments when seeking input and support from peers. c) Students had developed a number of strategies for dealing with team members who did not 'pull their weight', and it was suggested that some of these could be formalised, such as requiring minutes to be taken of key meetings. A comparative analysis was also undertaken of the difference in responses between the undergraduate and postgraduate student groups. Overall, the research underlined the utility of group assignments, and suggested a number of ways in which the potential drawbacks can be mitigated. As group work is a common approach for education institutions in teaching and learning activities, the outcomes of this study should contribute to a better understanding of students' feelings and perceptions about these, and to a better designed approach to overcome the drawbacks of group assignments.
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