R&R – IREE
Group work as Assessments: Perspectives from UK Educators
with Arpita Ghosh (University of Exeter) and Atisha Ghosh (University of Bath)
Group work is a useful assessment tool, which helps students assimilate course material as well as enables them to learn in a cooperative space, equipping them with important transferable skills. While there is an abundance of literature in assessing students’ perception on group work, systematic investigation on educators’ reasoning of including group work assessment in courses is sparse. In this paper we bridge this gap by providing evidence on the perceptions on group work as assessments from an on-line survey “experiment” conducted in the UK. Evaluating 145 responses from Economics educators, we find that on average the reduction in probability of introducing group work in a quantitative course is 0.44 in comparisonto mixed courses. However, when faced with modules like second year Econometrics, the probability to introduce group work increases by 0.46. Thematic analysis of open ended answers on group work by educators point to skills and employability, team work, efficacy of assessment method, and student experience as the main benefits; whereas the concerns evolve around student and instructor experiences around fairness and accountability and complaint handling as major obstacles.
Working Paper
New Draft
Beyond the Group Work: Economics Educator Perceptions of Peer Assessment in the UK
with Arpita Ghosh (University of Exeter) and Atisha Ghosh (University of Bath)
This paper examines economics educators’ perceptions of peer assessment within summative group work, drawing on an online hypothetical choice experiment conducted among UK higher education academics. While approximately 40% of educators expressed willingness to incorporate peer assessment, uptake varied by teaching experience, workload, and gender, though course type and year of study produced no statistically significant differences. More experienced educators view peer assessment primarily as a tool for skill development and reflective learning, whereas less experienced counterparts focus on assessment reliability and accountability. Educators with heavier teaching loads demonstrate greater appreciation of peer assessment’s pedagogical value, while also expressing heightened concern about fairness and free riding. Overall, educators prefer written over oral peer assessment, indicating willingness to allocate an average of 6.23 percentage points of summative group assessment to written formats. These findings suggest that adoption is driven by pedagogical orientations, disciplinary assessment cultures, and fairness concerns rather than course structure alone. This work highlights the need for institutionally supported, discipline-specific frameworks to help educators design and implement peer assessment with confidence.
New Draft
Peer assisted scheme in Economics: Sense of Belonging and Engagement
with Anthi Chondrogianni (University of Bristol)
Research in higher education has consistently demonstrated that students’ sense of belonging is closely associated with motivation, academic engagement, and achievement. This study presents in detail the design and implementation of a peer-assisted learning scheme, SAGE (Student Assisted Guidance in Economics), tailored to the needs of an Economics department. Moreover, it examines the relationship between participation in the scheme, sense of belonging, and academic engagement, drawing results from three student surveys. Preliminary findings suggest that peer-assisted schemes can play a significant role in fostering both academic performance and a stronger sense of community for both students running the scheme and those attending it.
Work in Progress
Introducing coding to students in Economics and beyond: special events and implications for the classroom
with Annika Johnson (University of Bristol) and Stefania Simion (SQW)
This project elaborates on how to design and run a multi-day data workshop implemented through a supportive pair programming approach complemented by bespoke cheat sheets. As well as exposing students to coding in Python and techniques not included in their regular programmes of study, it provided an important opportunity for community building by allowing students to embrace uncertainty and collaborate on an authentic data project. In this project we novelly used pair programming for data analysis (as opposed to software coding) as part of a week-long pilot event for just under 30 undergraduate and postgraduate students drawn from both Economics and other natural and social science backgrounds. Following five data workshop sessions, students applied their learning in a data visualisation team challenge. We ran four qualitative surveys across the week to better understand how each student perceived their progress and the pair programming learning experience. The qualitative analysis of the comments shows that participants embraced the pair programming approach and the use of the bespoke cheat sheets, appreciated the social environment created during the event, and the use of incentives.
Work in Progress
Tools for Building Learning Independence in Coding: HTML or Cheat Sheets?
with Annika Johnson (University of Bristol) and Stefania Simion (SQW)
Many Economics programmes now incorporate some aspect of coding into their teaching, whether through units designed to introduce students to economic data in R and Excel, or Econometrics courses taught through Python or Stata. Instructors in these units have often embraced a move away from front-led teaching to computer lab sessions where students try to practice coding for data handling, cleaning, visualisation and analysis, based on activities set by the instructor. In this paper we consider the design of those activities and how to best support students to become effective coders and learners independent of the instructor, by examining the efficacy of two different ways of delivering the content required to complete the activities. In the first, students are equipped with online HTML documentation and in the second, they are provided with similar content in the form of printed bespoke cheat sheets. We show that both delivery methods are effective in supporting students to make progress and build confidence in learning coding, and reflect on the relative benefits of cheat sheets over HTML from an instructor perspective.
Case Studies
Bristol Institute for Learning and Teaching
Python and Progress: Data skills through highly social learning environments
with Annika Johnson (University of Bristol) and Stefania Simion (SQW)
Inomics
Encouraging collaboration in teaching data analysis skills
with Annika Johnson (University of Bristol) and Stefania Simion (SQW)
Bristol Institute for Learning and Teaching
Adventures in Pair Programming: Building Data Literacy in Social Learning Environments
with Annika Johnson (University of Bristol) and Stefania Simion (SQW)
Economics Network Teaching Ideas
Making Social Data Social
with Annika Johnson (University of Bristol) and Stefania Simion (SQW)