Assessing Group Work

1. Assessing Group Work

2. Group work • The use of group work as an effective assessment tool requires well organised group management processes and a valid and fair grading system. • If students cannot see the objective of group work, are unsure of what is expected of them, or believe the assessment models are invalid or simply unfair the educational benefits of group work are undermined and tensions can arise.

3. Three good reasons for group learning1. Peer learning can improve the overall quality of student learning • Students learn from each other and benefit from activities that require them to articulate and test their knowledge • Group work provides an opportunity for students to clarify and refine their understanding of concepts through discussion and rehearsal with peers • Group assessment helps some students develop a sense of responsibility. ‘I felt that because one is working in a group, it is not possible to slack off or to put things off. I have to keep working otherwise I would be letting people down’

4. Three good reasons for group learning2. Group work can help develop specific generic skills sought by employers • Development of generic skills has come to be seen as an important part of the function of higher education • Teamwork skills (skills in working within team dynamics and leadership skills) seen as important benefits of group work. • Analytical and cognitive skills (analysing task requirements; questioning; critically interpreting material; evaluating the work of others • Collaborative skills (conflict management and resolution; accepting intellectual criticism; flexibility; negotiation and compromise • Organisational and time management skills

5. Three good reasons for group learning3. Group work may reduce the workload involved in assessing, grading and providing feedback to students • If students submit group assignments then the number of pieces of work to be assessed can be vastly reduced • The process of group work is increasingly seen as an important element in the assessment of group work. This is evidenced by the fact that where group work is marked solely on the end product there can be inequities in individual grading which are unfair and unacceptable. • Too much assessment of individual contribution to the group can add to staff workload

6. Common issues and concerns about group work • Lack of perceived relevance, lack of clear objectives • Inequity of Contribution • Overuse “It’s different, and therefore interesting and enjoyable, but I wouldn’t want every piece of assessment to be like this”

7. Designing group activities that work: Is there a best model for group work? • Imposing one model may impede learning and prevent cooperation. Some students, however, may prefer to be guided by a clear model. • Some students may prefer a clear structure with agenda, resolutions and minutes whereas others may prefer something more informal. • An initial contract where students commit themselves to the tasks they will complete for the group may be effective. • Explicit and transparent procedures should be made available and explained to students undertaking group work. Academic staff should also make advance plans for those students whose groups disband.

8. Guidelines for the establishment and optimal running of groups: Determining group membership • In units where learning about group dynamics is not one of the aims • Students can self select. • This may be difficult for students who do not know anyone in their class. • In units where learning about group dynamics is one of the aims • consider matching groups with students of similar ages or backgrounds. • it may suit the purpose and function of the group to ‘mix them up randomly.’ • In either case, ensuring cohesiveness and dealing with unproductive conflict, is almost certainly staff time and effort well spent.

9. Guidelines for the establishment and optimal running of groups: Establishing role(s) and responsibilities • Students less familiar with university group work, such as some international students and first year students may find some guidelines about the possible roles and responsibilities of group members useful. • Students may find simple solutions about possible roles (for example leader, notetaker and so on) useful for guiding their own discussions about roles. •  Discussions of the responsibility of each group member to the others in the group may also prove useful in facilitating the group process.

10. Guidelines for the establishment and optimal running of groups: Scheduling group meetings • It will be useful to assist students to consider the impact for group members of: • travel time and cost from diverse locations •  part-time or full-time work commitments •  parental and family responsibilities •  students disabilities • Attendance at group meetings can impose a significant personal and emotional drain on group members. • at least a small amount of scheduled class time should be used to discuss these issues and provide support and advice to students as to how to manage them.

11. Guidelines for the establishment and optimal running of groups: Defining group processes and procedures • Guidelines and procedures for group work and group assessment should be detailed. •  The following three questions encapsulate the main concerns students have about group work. • Why are we doing this in groups and not individually – what is the advantage of group work and group assessment here? • How does doing this group activity help me achieve the learning outcomes of the subject? •  How will my contribution be fairly assessed?

12. Weighing up options for group assessment:1. Product, process or both? • Whether what is assessed is the product of the group work, the processof the group work or both: • The assessment of process is not always an easy task and sometimes may involve a greater time commitment by staff than is desirable. • Less often, assessment is focused solely on outcomes. • Most commonly, there is interest in both the process and the product of the group work and the decision becomes ‘What proportion of assessment will focus on each?’

13. Weighing up options for group assessment:2. What criteria and who says so? • Staff and students jointly involved in the process in establishing agreed criteria is most successful. • Start with a clear understanding of the intended learning outcomes of the subject. • Once these broader outcomes are understood, a consideration of how the group task, and criteria for the assessment of this task, fit into these broader requirements can follow. • It is easier to establish criteria separately for the process and product of group work than to attempt to do both at once.

14. Weighing up options for group assessment:2. What criteria and who says so?Continued… • Criteria for evaluating process can include the following factors: • regular meeting attendance • equity of contribution • evidence of cooperative behaviour • appropriate time and task management • application of creative problem solving • use of a range of working methods • appropriate level of engagement with task • development of professional competencies • evidence of capacity to listen • responsiveness to feedback/criticism.

15. Weighing up options for group assessment:3.Who is the assessor- Lecturer, student or both? AND 4. Who gets the marks individuals or the group? • Assessment and grading practices have a central role in optimising the quality of group interaction and more generally in directing student learning in group work. •  The following comments reflect students’ perception of the importance of marking consistency in group work: “I would get the lecturers to clearly outline their expectations so that we know what amount of work and effort will get what mark” “I would make marking of group work consistent”

16. Weighing up options for group assessment:Some options for lecturer/tutor assessment of group product • Shared Group Mark • The group submits one product and all group members receive the same mark from the marker • Group Average Mark • Individual submissions are marked individually. The group members each then receive an average of these marks. • Individual Mark - Allocated task • Each student completes an allocated task that contributes to the final group product and gets the marks for that task

17. Weighing up options for group assessment:Some options for student assessment of group product • Student distribution of pool of marks • Lecturer/tutor awards a set number of marks and let the group decide how to distribute them. No one student can be given less than zero or more than 100. • Peer Evaluation - random marker, using criteria, moderated • Completed assessment items are randomly distributed to students who are required to complete a marking sheet identifying whether their peer has met the assessment criteria and awarding a mark. These marks are moderated by the staff member.

18. Weighing up options for group assessment:Some options for lecturer/tutor assessment of group process • Individual mark - based on records/observation of process • Each individual group member's contribution is assessed using evidence from team log books, minutes sheets and/or direct observation of process. • Group average mark - based on records/observation of process • Assessed using evidence as above. The group members each then receive an average of these marks. • Individual mark - for paper analysing process • Marks attributed for an individual paper from each student analysing the group process.

19. Weighing up options for group assessment:Some options for student assessment of group process • Peer Evaluation - average mark, using predetermined criteria • Students in a group individually evaluate each other's contribution using a predetermined list of criteria. The final mark is an average of all marks awarded by members of the group. • Self evaluation- moderated mark, using predetermined criteria • Students individually evaluate their own contribution using predetermined criteria and award themselves a mark. Lecturers/tutors moderate the marks awarded.

20. Other assessment possibilities • The lecturer/tutor gives two grades - one for the group presentation of the product (shared) and one for a reflective piece from each individual member on the workings of the group itself (individual). • Students receive two grades for the group work - one for the final group report/presentation from the lecturer/tutor and one for their individual contribution to the team as assessed by the others in their group. • Portfolio Evaluation

21. Portfolios • Demonstrate the student's knowledge, understanding, skills, values and attitudes relevant to the area of study. • Are likely to be learning experiences in themselves because the individual student learns from the construction of the portfolio. • Should include both agreed criteria and examples of work that demonstrate knowledge and understanding of that criteria.

22. Getting started with group assessment • Start somewhere • Start small • Start where success is most likely.

23. References • University of Wollongong, (2002) Code of Practice - Teaching & Assessment http://www.uow.edu.au/about/teaching/teaching_code.html#group. Accessed 26th February, 2002. • Winchester-Seeto, T. (April, 2002). Assessment of collaborative work - collaboration versus assessment. Invited paper presented at the Annual Uniserve Science Symposium, The University of Sydney, 5th April.