The first is on outcome of the total group. Then I evaluate the individuals contribution to the project, and the last is to discuss with the group both the positive things that happened and the problems they encountered and how they could have either done it differently or improved on the project.
Kathryn,
I agree with your comments here & have found these to be true in my experience as well.
Dr. Ryan Meers
I include peer evaluation as part of the grade of for the final (and major) group assignment. Most often everyone gives one another a great grade, but in those groups with slackers, their peer evaluation reflects this. I have yet to find a group that gave one of their members an unfair grade. Since I always include class time to work on group projects, I am able to assess who the slackers are. I also tell students that they will not be penalized if one member of the group does not complete their portion of the project. People seem to enjoy working in groups much more with this rule in place. They are always suprised when they come to me to discuss problems with group members that I am aware of the situation.
Zedia,
I agree that when we periodically check in the groups it generally helps to ensure that they are on task & we can help with those issues.
Dr. Ryan Meers
Zedia,
I agree that when we periodically check in the groups it generally helps to ensure that they are on task & we can help with those issues.
Dr. Ryan Meers
Evaluating individual effort is by going by to see how the group is doing, discuss with each student on how they are doing if they have any concerns that i may help with before actual grading.
I try to be as objective as possible while not being too much in the way of the group. I usually make sure every group member gets a specific responsibility and I hold every member responsible for at least one assignment. This ensures a fair share of responsibility. I encourage extensive participation and thus may give an incentive for students who go above and beyond their part to do more.
Neidra,
great ideas & thank you for sharing the link!
Dr. Ryan Meers
Douglas,
I've found it to be helpful, I hope you will too.
Dr. Ryan Meers
I rotate in and out of the groups. I assign a portion of the problem for each group member. I found a student peer evaluation form that could be incorporated in our classes.
http://chnm.gmu.edu/7tah/unitdocs/unit10/lesson5/peereval.pdf
I like the suggestion of using peer evaluations as well as overall grading to encourage fair share of the workload.
Judith,
I agree. I too like the combination of the grades, individual & group. I agree also that monitoring the groups is very important.
Dr. Ryan Meers
Evaluate each student(ask question about subject, to explain or teach the others)
and the group as a whole. Observe each student,
their atention, attitude, interaction with the group.
I assign roles to each group member, which is their task to complete for the group. I evaluate the student on how well their task was completed and how well he/she interacted with the group members while completing their assign task.
As students are working together in the group, I will watch them and observe what they are doing. I may also get up and walk around the room and watch the interaction among vearious members in the group.
I also allow the students to evaluate the other members of their team. I explain that their evaluation will be kept private so that it will hopefully allow them to be honest about the other members of their group.
I then compare the two evaulations to determine what I hope will be a fair evaluation of each member of the group.
..Either give all members of the group the same grade, individual grades or have the group self-evaluate each other..
I have a preference for a group grade plus an individual component. Of course, monitoring is the key - I have to spend enough time with each group to be able to assess for myself the contribution of each individual. I have not tried using peer review, but might now the idea has been presented to me.
1 - The student's interaction with all other group members. Some are shy , others outgoing , so I try to have all students get each other engaged and socialize.
2 - Points would be given for accomplishing tasks correctly , not just for participation. This would mean that parts of the tasks are not subjective , and would negate playing favorites.
3 - Rewarding students that go beyond the bounds of the subject or task. This shows me the time that was committed to the study of the material. I call this the " pre production " time.
The evaluation of individual members should be based upon productivity and contributions. Many times, groups members will drop back into the background once someone decides to take on the leadership role. When formulating a group, students need to be given specific instructions regarding the expectations and roles that they will play in assisting in the completion of the assignment.
