Evaluating Individual Effort While Working with a Group
By assigning a specific task to each member of the group.
As an automotive instructor, I frequently have students working together in groups, but I feel it is very important to evaluate each students individual skills and I do that by asking the student to show me they can perform the skill as an individual assessement.
Hi Nydia!
Very good point. I like to sit with the groups ocassionally as they interact which gives me a better feel for the group.
Keep up the good work!
Jane Davis
ED106 Facilitator
How do you evaluate individual members of student groups?
James,
I may agree that evaluating an output in culinary class is outright visible but I teach Culinary Math, not Culinary class.
Grading in a culinary setting its rather easy to grade individual group work. Usually group work is just mise en place, then the individual is graded upon what is produced.
I teach developmental mathematics and make use of group work bigtime during drill. Group number is usually 4-5 students, each one contributing his/her solution to 3 items: 2 items for procedural computation and 1 item for real-life application of the computational skill. The group needs to finalize their solution by convening with the final answer. Evaluation is average of the group final work and individual work.
by floating around the classroom ,one can monitor the progress of students
Jacenta, I like the quick answer approach. Once I've made the group assignment, I like frequent updates and class conversations abound group progress. I think this helps those who are less connected and productive.
Keep up the good work!
Jane Davis
ED106 Facilitator
As an culinary instructor it is especially important to be able to work as a group to get a large group feed. Dividing up roles within the group helps prepare my students for this role. Setting up exact roles for each with clearly defined grading is very important.
I evaluate individual students by watching them. I watch for the ones that will either "stand back, not follow instructions, or do all of the writting". This tells me who needs more attention in lab.
I evaluate individuals by going around to each group to see how the assignment is coming along. This allows me to see if all group members are participating or if there are non-participaters. I also like to have each group present a quick answer for certain parts of the assignment so they know they have to be ready on the spot.
I agree that groups of two or three are much easier to observe. I also have small classes and will put them into groups to study or for group projects,and when it comes time for the final or the written exam the students are on their own. It will show if they are being carried by the other students.
As a group project, the teams will work together to set work areas in a timely manner and complete checklists. On an individual basis, students perform practicals of skills and written class work.
Motivated students still grasp leadership, and few argue about handing over the responsibility. All win when team work is the focus and outcome.
Greetings Dr. Anastasia!
There are some many learning opportunities for students when they have the ability to evaluate each other. One of the things that I have witnessed as a result of students evaluating each other - they become more in-tuned and sensitive to diversity.
I like the team charter approach - would you please share more about the process.
Thanks and keep up the good work!
Jane Davis
ED106 Facilitator
This is an interesting question that not only applies to the eductaitonal environment, but the work environment. How do we evaluate individuals in a group. The lecture material suggests that the group should be given the opportunity to evaluate each other and then the instructor should allow up to 30% of the overall grade to reflect this evaluation. In my doctoral classes, this is exactly how I approach the team assignments. I also require the use of a team charter at the beginning of the group projects. This allows students to set goals and expectations.
First of all, I feel that it's important for each member of the group to have an assigned roll or responsibility. That way, each member is in charge of bringing something different to the table. Secondly, it's great to allow the groups to self-evaluate themselves and each other. This is a great way of getting feedback about how each member felt about their group member's participation. Finally, moving from group to group and asking questions and getting involved gives you yet another means of evaluating who is doing what.
I keep the groups small and do random questioning of students in each group to keep them on thier toes.
Your observations are powerful Garry! I like the idea of grading a student on their ability to interact, form an opinon and convey that opinion into workable solutions for the benefit of the group. This definately enhances their "soft skills" and provides an opportunity for growth in the very much needed area of communication. As they experience success they will (hopefully) be encourage dto try out this new skill. I look forward to utilizing your suggestions/techniques in the classroom and in the clinical setting!
