Get Your Students Hired
Michael,
this is a difficult challenge. I would suggest, if there is time before the projects are assigned, to incorporate some element of instruction on how to effectively work in groups.
Dr. Ryan Meers
I have worked in schools with significant amounts of group work, but with strict guidelines on evaluation that I thought were not fair. Originally, we were told that all students had to receive the same grade, and that students were expected to "work out" problems with those who were not doing a fair share. After faculty complaints, a component of peer evaluation was added, which led to far fewer problems. My question is: when working with accelerated programs, where there are often group projects due in a very short time, what are effective methods of monitoring group progress? When there is a short turnaround time on a project, there is often no time to address a problem before the project is due.
Michael,
this is a good strategy as it helps spread the discussino & also helps those leaders learn how to conduct an effective discussion.
Dr. Ryan Meers
Often, students tell on themselves or their workgroups. It might not come in the form of classroom disagreements, although it can, but in the after class swing by the desk on the way out the door method.
I often have students record their work and submit the assignments individually, noting this was a group assignment, and documenting who was in the group. I find that the less participatory individuals often do not record the right or complete answers. This serves as a second check on their work in the group.
Finally, when I worked in groups, I have graded my groups before, but often do not want someone to fail because of my score. This is an enabler form, and is often found in my students. So, to battle this bulge, I often will have the whole class grade the group individually, noting that the individuals must provide a product to demonstrate to the class. It becomes obvious when one person is riding the coat tails of someone else.
Thank you,
Lori
After monitoring a group for a while, I can usually determine who is evolving as the group leader/leaders. At that point I will involve them to query each member in the group for ideas.
I find one of the best uses of group study is in teaching the math required for pharmacy technicians. I do, however, grade them individually. If I have an assigned group project in which the group has a specific goal, then I grade the project and assign the same grade to all participants. I wonder how they would grade themselves.
Lorraine,
I think observing the groups is a great way to evaluate provided you have the time to do so.
Dr. Ryan Meers
individual students are evaluated by observation of participation while doing their group activity. I also have the group evaluate themselves and compile both results.
James,
I think this is a good technique in some situations. It does somewhat reflect certain real life project teams.
Dr. Ryan Meers
If possible, I like to have enough different activities that all group members can have individual sections to work through on their own before combining the work into the group project. This allows a bit more differentiation between the members.
Kelsey,
I agree that this is the best approach to take. In this way there is some accountability for working together, yet at the same time the "slackers" can't depend on the diligent students for the whole grade.
Dr. Ryan Meers
One way is to make sure you can break up the assignment in a way that each member of the group has a part. The evaluation is based more on the groups overall "grade" but each individual has a part to contribute. Even if one member of the group contributes more than the others everyone gets the same evaluation, this promotes a continuity and connetivity with the group.
In group projects I feel the best way to evaluate the members is to give a group grade and then a seperate grade that comes from the members of the group evaluating each other.
Michael,
I agree with you that for me, this is the preferred method of grading group projects.
Dr. Ryan Meers
According to the reading, one of three ways: 1. Everyone gets the same grade, 2. Graded individually or 3. Group self evaluation. Personally, self-evaluation is preferred as students are held honest by their peers and groups tends to select one or two that excelled and offer them a higher grade. In these cases, the instructor takes his/her evaluation and the individual's input and plug this into a scoring rubric to get an overall individual score. By giving the student a voice in the grading schema, a deeper reflective process is realized.
EVERY STUDENT IN AGROUP IS INDUVIDUALLLY EVALUATED BY THE TASK ALLOTED, THEIR CONTRIBUTION, APPLICATION AND EFFORT PUT IN THE GROUP
I typically use observation of student activity within the group as well homework, quizes and tests. Also as I move around the class room I will enter the discussion within the group to ask questions as well as offer information.
While working in groups I pass around the class on a constant basis. While moving around I stop for a moment at each group and listen to the interaction within that group while also listening to other groups for problems. I can monitor who is doing what during the discussion, and with a little question or comment here or there stear the group where they need to be going.
Evaluation in group projects can be challenging because of group dynamics. My perspective is colored by my own student experience in group work. Is there a control freak in the group? Is there not enough trust/rapport involved? Some students want to do it all because they do not trust the others to do it "right" or as "good as they could". Can this mostly be avoided through classroom work? Is this a common occurence? How do you handle this person?
Eddie,
this is a great idea if the instructor has the time to do this, as it provides a true debrief to the situation.
Dr. Ryan Meers