Assessing student group work: is there a right way to do it?

Many law courses include at least some elements of group work within compulsory or optional modules. The benefits of group work include at least four of the seven “Principles for Good Practice in Undergraduate Education”.¹ In addition, employers consistently ask for good team-working skills, evidence of which is often provided by reference to group projects at university. Previous research by the authors² confirms other reports in the literature that many students find group work difficult, and particularly resent other students “freeloading” from their work.³ They also experience frustration at non-participation by other students and not being able to choose their team mates. This resentment can be exacerbated if all students receive the same mark for the finished project regardless of input. In this article, the authors reflect upon our experiences of setting and grading group work in our own courses and institutions. We will consider different assessment approaches, including peer assessment,⁴ lecturer assessment, student participation – enhancing student understanding of assessment criteria,⁵ a mixture of peer and lecturer assessment, assessment of group work as part of a portfolio,⁶ and non-assessed group work feeding into individual assessments.     

Access to treatment as a right to life and health

In some countries in Latin America, in the absence of leadership from governments, activists have had to resort to the courts to obtain access to HIV/AIDS treatments for people with HIV/AIDS. In his presentation to the XIII International AIDS Conference (abstract TuOrE458), Edgar Carrasco, of Acción Ciudadana Contra el Sida (ACCSI), discusses the process that was followed in Venezuela. The presentation describes the very limited access people with HIV/AIDS had to antiretroviral therapies and treatments for opportunistic infections under Venezuela's health and social security systems. It provides details of lawsuits that were launched on behalf of several individuals living with HIV/AIDS, and that resulted in the courts ordering the government to provide treatments for these individuals and, eventually, for all people with HIV/AIDS in Venezuela. The presentation concludes that recourse to the courts is a useful tool for activists and that civil actions launched on behalf of people with HIV/AIDS can serve as an example for people with other chronic diseases.