I find it is helpful to collect the individual assignments,labeled only with a number to let me know who's work it is. Then I allow the students to read each part of the assignment and give a grade. This way they are not passing judgement on the person, but the work.
Greetings Gregg!
I really like your approach! I, too, like to be greaded for my efforts. But it is important that students learn to be a team member in preparation for the work force.
Keep up the good work!
Jane Davis
Ed106 Facilitator
More great observations Laurent! It is about being flexible in the classroom, recognizing group challenges and making those changes.
Jane Davis
Ed106 Facilitator
and carefully monitoring groups as they work, so that you can see if your expectations about group members' strengths were accurate. though you shouldn't reassign groups midstream, if you find you didn't have as good a grasp on group members' skills, the next time groups are assigned you can make necessary adjustments facilitating greater student success.
I like to have a combination of perceived effort and personal feedback from the group. What I mean is, when a group presents their 'findings' or whatever the group is about, I have a survey filled out by each member of the audience which evaluates overall group performance and perceived teamwork. I combine that with the group response to their own performance both individually and altogether. With the right wording on the survey and a rubric to follow, an average for a percentage can be developed which can create the grade for each individual. I have had bad experiences as a student working in dysfunctional groups...where everyone received the same grade. I like to be graded according to my efforts, regardless of how the others are doing in class.
It is important to observe each group and the individual efforts that each group member is giving. It is vital to make each student know that their work is essential to a successful group.
By giving the group members an ice-breaking task at the onset of forming the groups, they get to know each other. This creates a great opportunity for the students themselves to assign individual group tasks to each other as opposed to the teacher doing it. The more the students are involved in organizing the group's functions, the more they learn; organization, group interaction, delegation, trouble-shooting, research skills, time-management, etc. Of course, the instructor needs to be present to help keep the groups on course and help with any questions that the groups are unable to solve on their own, but I think the more the groups do on their own, the more rewarding the experience becomes.
Great approach Julie!
Jane Davis
ED106 Facilitator
I usually assign individual tasks, but there is a common goal to be reached. They are now doing their own tasks, but also helping each other out to win as a group.
Although the students are working in groups you evaluate them indivdually this works toward achiving there goals as a group.
I assign tasks for each individual in that group and grade them on individual performance
I teach kitchen lab classes in a culinary school. We do all of our daily menu production in small work groups. Each day the menu is presented and it is easy to evaluate the work of the group when we see the finished dishes. The challenge is insuring each student shoulders an equal burden. Some of the recipes a group gets may be quite complex while the vegetable and starch accompaniments that go along with those dishes are quite easy. To simply have each student pick one item from the menu to work on, may not evenly distribute the workload. Some menus items will need two students working on them or one student getting a little assistance from someone who is working on a simpler item. To evaluate equal work by each of the students I need to constantly move among the groups and monitor the total progress of the menu, and step in and tell a student that the need to aid another member of the group.
Assessing the individual members of the group can be done via the following:
--Instructor observation & rubic
--Group assessment of team members utilizing standard rubic/measurement
--Level of Particiapation/contribution in the Group discussions
--Timliness, accuracy, quality/quantity of their indivdual work assignment(s).
I develop a master plan for the group assignment that requires an even distribution of work load between members of the group.
Individual grading of the project will be based on this plan.
This plan is discussed and understood by the groups prior to starting the project.
This helps me sees who is working and who is not - as well as helping me fairly grade the individual; it helps within the group to eliminate that negativity that occurs when groups members feel that they are being penalized for the lack of work ethic from other members.
I also have the groups do self evaluations of their project at the end of the assignment.
Hi Dennis!
As I read back over the responses, it seems to me that we are all in agreement that it gives instructors the opportunity to observe student interactions as well as ensure that everyone gets the appropriate recognition/grade.
To all - keep up the good work!
Jane Davis
Ed106 Facilitator
If there is a presentation, each group member must participate. The final report which is
turned in must have each group members assignment
and their completed work.
A presentation may be given by just one person but the table of contents or the actual paper
should have who completed each part of the project or discussion topic.
Many times one person become the leader and I have seen that person end up doing a majority of
the work. I think the instructor must define
the parts of the assignment so that each member
knows what they must complete.
by assigningg certain responsibilities to each student
I agree 100%.The leaders in the group are eager to get started,and like to have goals outlined before they start.The participants will usally follow the lead of the group leaders and do what ever is needed to insure the goal for the day is met.The (slackers)will normally try to set back and allow the other members of the group to do all of the work.It is the job of the teacher to moniter the group and adjust group responsibilites if needed to make sure all members are contributing the same.The only way to do this is constant observation of all groups.
Hi Jay
For group project as an instructor I prefer to create the team, give them the assessment and the instruction of the project and lesson plan. My focus point on my grading will team work and organization, progression and deadline each team must have a team leader. For grading Instructor must monitoring the progression of each team, motivation is a key for an instructor to keep student interest and mutate we need to give what are the reason of this project.
Hi kate!
I like that approach - I do the same.
Any other ideas out there - if so please share.
Jane Davis
ED106 Facilitator
