Group Assignments

1. Group Assignments Terry Timberlake Institute of Teaching and Learning t.timberlake@deakin.edu.au

2. Objectives • to analyse student perceptions of group assignments • to discuss why we use group assignments • to identify ways of improving the group learning process • to evaluate different methods of assessing group assignments

3. Background Tutor Management – research an organisation’s business strategies Public Relations – research an organisation’s communications strategies Lecturer & Tutor Business Communication – prepare a formal written report to management of a fictitious organisation

4. 2005 Research • 105 students from Arts and Business & Law (2-3rd years) • Perceptions of: - working in groups - opportunities to develop skills - product v process - fairness of assessment - self and peer assessment • This presentation is based on: ~ these perceptions ~ my observations ~ the literature on collaborative learning

5. What students don’t like • not all team members may contribute equally • having to find a time to meet • the fact that I can get marked down because of others is quite upsetting • unresolvable conflicts of opinion • getting parts of an assignment you didn't want to do • I HATE working with groups which are preselected for me • it is especially tough when working with friends • breakdown in communication • most assignments can be completed by oneself assessment time management assessment conflict negotiation negotiation group formation group formation teamwork & communication rationale

6. What students do like • building my skills of negotiation • each person brings a different skills set • it is good on your resume • time and responsibility learning • having extra support for areas that you don't know well • I do not want to let the group down • the ability to interact with new people • sharing the workload • the end product skilldevelopment teamwork employability attributedevelopment teamwork reliability skilldevelopment teamwork outcomes

7. ITL website http://www.deakin.edu.au/itl/pd/tl-modules/teaching-approach/group-assignments/index.php

8. Rationale … so why do we use group assignments? • skill development • workforce preparation • graduate attributes • cut down on marking • better output • ???

9. Employability. The 'Employability Skills Framework' includes: * communication skills that contribute to productive and harmonious relations between employees and customers * team work skills that contribute to productive working relationships and outcomes * problem-solving skills that contribute to innovative outcomes * self-management skills that contribute to employee satisfaction and growth as well as personal attributes that contribute to overall employability such as: - commitment - honesty and integrity - enthusiasm - reliability - motivation - adaptability - ability to deal with pressure Source: Australian Chamber of Commerce and Industry 2002 Employability Skills: An employer perspective ACCI Review 88, June 2002

10. ITL website

11. Explaining. • ...the university is only making this assignment in groups to cut down the amount of marking • sometimes someone doesn't contribute but that happens in the workforce so it is realistic • rationale • what we expect • learning objectives • process before product • assessment criteria

12. Design. • some of the projects it is better to do it individually instead of in a group • it's great when everyone's done what they should have • ill-structured problems • real world authentic tasks • build in interdependent tasks • design for discussion, negotiation, consensus of final product • higher order cognitive skills

13. Higher order thinking. Evaluation Synthesis Analysis Application Comprehension Knowledge Bloom’s taxonomy of learning domains

14. Example 1.

16. Example2. Group/Individual assignment – due Monday May 8 (Week 10) Topic – Which comes first - strategy or structure? Discuss The objective of this assignment is to require students to investigate, describe and analyse strategic planning within organisations and to be aware of the impact upon managers. Critical interpretation and analysis must be sustained by reference to pertinent theory and appropriate description of practice. The rationale for this is twofold: first, to draw students’ attention to the need to bridge the gap between management theory and practice, and to provide first-year students with the opportunity to build academic, research and writing skills before tackling academic essay writing in second and third year subjects. In groups of no more than 3, or as an individual, students must select an organisation which exhibits evidence of strategic planning. It is important to identify the type of strategy in place and its impact of the organisation’s efficiency and/or effectiveness. The material must be presented in a way that not only conveys an understanding of the ramifications on planning, but which fully portrays the specific organisation on which the study is based. If students choose to form a group, then those students must have the same tutor for ease of submission and so that instructions are consistent. The organisation may be chosen from those who have exposure on the internet or have information on the ‘public domain’.Under no circumstances are students to approach the organisation without university ethics approval. It is preferred that it is an Australian firm but an overseas organisation will also be acceptable.

17. Alternative. • Assume you are the management team of Haftan Furniture Ltd., Australia. It is becoming apparent that cheaper imported furniture is becoming a threat to you. Management theory emphasises that some important elements need to be considered when planning corporate strategies, particularly: • the culture of the organisation • the external environment • the structure of the organisation • short and long term goals You need to review your strategies. What will you do? • Change the culture of the organisation? • Re-structure? • Seek out new markets? • Complete on quality?

18. Preparing 1. • I like doing group assignments but only when it is with people who make an effort or if we get along • ‘teach’ teamwork theory • short practice run • learning styles inventory • point out the attributes you want them to develop • advise them on how to reflect on this development

19. Preparing 2. (from ITL website) • form groups and design company letterhead • ask groups to design a better mousetrap • have groups list attributes they could develop together • ask groups to write a ‘project management’ document • groups to write a ‘Team Charter’ • direct groups to resources on agenda setting, minutes taking, timeline construction • role play some conflict negotiation • provide some framework for students to reflect on their process

20. Forming. • I HATE working with groups which are preselected for me • it is especially tough when working with friends

21. ITL website

22. Supporting. • there needs to be a set outline or agender (sic) and this needs to be adhered too (sic) • teachers should moniter (sic) groups better • team charter • work contract • meetings agendas and minutes • timeline • progress check • time in class • different people – different roles

23. coordinator researcher motivator communicator thinker editor graphic artist evaluator diplomat finisher specialist facilitator enforcer isolate devil’s advocate free rider recorder inspirer whinger pragmatist destroyer ‘gunna’ clown rule evader Team roles.

24. ITL website

26. Assessing 1. • you either win or lose as a group thus you should be marked as a group • I like to have COMPLETE control over my mark • I think most people think it's fair unless someone doesn't contribute enough for the mark • it's a real kick in the face to get a bad group mark. It makes me really angry

27. ITL website

28. Assessing 2. • Group mark • Group mark adjusted for individuals • Mark for individual contributions • Pool of marks for team to distribute • Marker’s mark adjusted by peer assessment • 50 % of mark from marker – 50 % from self & peer assessment

29. Group Mark (from ITL website) Group grade = awarding the one mark to the team • All students receive the same grade, but it should represent a small percentage of the total assessment for the Unit (Brown & Knight 1994). • Award a group grade and include a teamwork related question or questions in the exam to allow for individual responses (Brown & Knight 1994). • Award a group mark and adjust for individual students who you have become aware of through reports to you from group members (Mello 1993). • Award a group grade (for product and process) - e.g. 16/20 for product, so that each individual student receives 16, and make an extra 10 marks available for process. Students negotiate what percentage of the extra 10 marks each student deserves (Brown & Knight 1994). • Award a group grade (for product) - e.g. 17/20. Assume there are 5 members in the group. Multiply the 17 by 5 to get a total of 85 marks available. Students then negotiate, based on established criteria, the distribution of the 85 marks, stipulating that no individual can receive more than 20/20 (Brown & Knight 1994). • Award a group grade, plus an individual grade for a separate individual reflective journal account of the group experience (Hounsell, McCulloch & Scott 1996).

30. Resources. • http://www.deakin.edu.au/itl/pd/tl-modules/teaching-approach/group-assignments/index.php • http://www.deakin.edu.au/itl/pd/tl-modules/assessment/index.php (ITL website)