Different approaches to group project work in statistics classes

Authentic problem solving, experiential learning and work integrated learning (WIL) in statistics education are effective ways to prepare students for life after their studies at university. Project assessments provide opportunities for these experiences. Although project-based assessments usually have a heavy workload, both for students and the academics, they provide opportunities for students to obtain and/or improve soft skills, including their employability skills. In this paper, we discuss different ways of setting up project work for students in an undergraduate WIL unit and a postgraduate project unit. The similarities and differences between them and the benefits to students are discussed along with our own reflections, which include how the assessment workload can be reduced by using carefully designed rubrics. Students’ reflections on their learning and experiences of project work support the value of project work.