I totally agree with my groups have the same responds.
Hi Joanne!
You are correct - not an easy job! How do you establish with students what outcomes are expected for the group so that they can be evaluated?
Keep up the good work!
Jane Davis
ED106 Facilitator
Greetings Mary!
Under these circumstances, it's probably up to the instructor to establish the grouds rules as well as assigning individual tasks. This would probably remove a very awkward situation for all concerned.
As I stated in an earlier response to you, this is a very sticky situation.
Good luck and keep up the good work!
Jane Davis
ED106 Facilitator
I have students usually working in small groups, but it is important to evaluate each student sperately as well. I have the students show me on their own that they are able to perform the tasks that are important with out the aid of other students.
I like to make a portion of the group project individual. So perhaps they each do their own papaer and then they do a project based on all of their papers.
It can be difficult, but you have to be relly observant.
When a student has a speech impediment and the other students are fearful to include that student when they sit quietly in a group, how might this be addressed in a positive, productive manner?
I have found that students are most agreeable with the combination of two scores: one individual grade for their contribution to the group and one group grade. I ask for progress papers throughout the assignment, that allows me to monitor each individual's commitment and addition to the project.
I will evaluate their individual contribution to the group and I will observe their active participation.
each team member can speak up and be notied
When I use group work for my class, I watch all the groups to see how everyone interacts and participates in the activity. I'm usually surprised by who takes the lead, it gives the shy students the chance to be more vocal when there are less eyes watching them.
I think the idea of giving the group a base grade and then adjusting the grade depending on the grade the students give each other as group members would be an effective and fair method of evaluating.
The course I teach now does not lend itself to group work. In the past when I taught full time, I had the opportunity to observe my students' work over a longer period, and it was easier to grade group projects on an individual basis.
I usually ask different questions to each student in the group then I also ask for opinions about the individual answers they have provided. I also walk around the groups and pay attention to who is participating and who is not. Students also notice that and tend to start working and participating
I try to have the group have an assignment for each member and then, follow up the progress of each member. If one or two students are behind in their assignment, the group leader can ask the remainder of the team to pitch in (using the buddy system). This would emphasize the team approach.
John Capella
When I place adult students into groups I try to pair my less active students with more active students for balance, however it is vitally important to monitor the groups carefully and to coach the 'leaders' of the groups in even distribution of the tasks required for role playing or discussions.
Monitoring and listening attentively. Since I also make sure that they get a fair share of responsibilities, the output (a presentation) usually makes evident who has prepared the topic better.
I like to evaluate the students as individuals within a group by observing how they interact with each other. Their behavior really is sign of the professionalism and behavior they will exhibit in the real world.
observation is key!Small groups help also
informal assessment & casual observations. I like to take notes as I monitor student group work & refer back to those notes during presentations. Oftentimes, a natural leader will emerge & conversely, natural passengers or slackers will emerge as well
