Moreover, if several subjects have group tasks simultaneously then students will have to manage the logistics of meeting with several groups - potentially a daunting task. Group tasks should only be set when they demonstrably help achieve the goals of the subject or course and when the logistic issues above have been considered. When the task is sizeable then the cost in time of making a task a group task may be offset by the gain in having some subtasks carried out simultaneously, or the synergy of group members pooling their knowledge and resources. Assessment of group tasks has the potential similarly to benefit students and staff, but only if carefully planned. For example, if collaboration is a desired outcome, then competitive assessment may be in conflict.
All methods have both practical and educational advantages and problems.
These are canvassed in the text. Ultimately the method selected will depend on the specific context. The best way of minimising freeloading will depend on the nature of the task and how marks are to be allocated. The group itself may help to minimise freeloading if members are involved in assessing each other's contribution. Students are capable of assessing their own and their peer's work in a way that is consistent with marks given by teaching staff.