Managing & Assessing Student Group / Team Work Dr Kate Exley 2010

Outline Programme zIntroductions, background and context yBenefits and difficulties yKey skills developed zManaging and organising groups zIssues of Assessment yThe assessment focus yAssessment strategies zProblems and workable solutions

A shared view(p3) “Group work, under proper conditions, encourages peer learning and peer support and many studies validate the efficacy of peer learning….. Under less than ideal conditions, group work can become the vehicle for acrimony, conflict and freeloading.” University of Wollongong Assessment Policy (2002)

1.Peer learning can improve quality of student learning 2. Can develop specific skills for employment 3. May reduce assessment work Australian Universities Teaching Committee Three good reasons (p5)

Benefits in your discipline? (p4) zWhich skills developed? zWhat benefits? zWhat possibilities? zWhat impact on staff?

Worries and problems (p6) What are your main concerns about student group work and its assessment?

Common Difficulties (p7) zLack of relevance zUnclear objectives zInequality of contribution zOveruse zDifferent learning styles zBadly managed zSkills not really developed zLack of progression

Considering difference zDisability issues zMixed ability zCultural differences zMature students zPersonalities zLearning styles zetc

Guidance on ‘group working’ (p8) zWhat issues would you include in ‘group working’ guidance for your students zRemember cultural differences and expectations.

… and what is your role? zInstructor / leader zFacilitator /guide zObserver / commentator zDrop-in monitor zCounsellor / mediator zAssessor / Giver of feedback

Managing Groups Four Key issues 1.Putting groups together 2.Establishing Team roles & responsibilities 3.Time-tabled group meetings (recorded) 4.Clear processes & procedures

1.Putting groups together (p9) zHow to build groups? a.Friendship / self selection groupings b.Teacher assigned groups (Socially engineered, streamed, etc) zWhat size of group? a.Is ideal? b.Is necessary or practical?

2.Group roles Traditional roles (chair, secretary, etc) Task or Topic roles (‘I will find out about A, you find out about B) Group effectiveness (What does a ‘good team’ need to function)

2.Group roles Belbin and Belbin (p11) zCoordinator zShaper zPlant zMonitor-Evaluator zImplementer zResource Investigator zTeam Worker zCompleter Finisher (& Specialist)

3.Group meetings zTime-tabled zProvision of space zGuidance on running meetings zProcess for running meetings Agendas and Minutes Suggested framework & timings

4.Processes & Procedures Need to be able to explain to students…….. zWhy they are working in groups and not individually? zHow the group work will help them to attain the learning outcomes of their courses? zHow their contribution will be assessed (fairly)?

4. Monitoring Processes zHow will you know if the student groups are functioning? zWhat will you do if they aren’t?

Purposes of Assessment zMeasuring individual competence zMeasuring learning from the group collaboration zMeasuring group productivity zMeasuring students’ abilities to collaborate with others as a team Webb,N.M. (1997)

Assessment of groups The four choices zProduct or Process or Both? zWhat Assessment criteria (& who determines them)? zWho assesses? zHow will marks be distributed?

The assessment variables Assessment Product Focus Process Who Tutor 1.Product Tutor 2. Process Tutor Students Product Students Process Students

What Criteria (p15) zWhat criteria are important in assessing things that the group Produces, y(e.g. reports, posters, websites)? zWhat criteria are important in assessing group Processes y(e.g. how they work together and the skills they develop)?

Task …. Assessing group products Lets start by thinking about assessing group products - because its easier! a.What can groups produce together? b.Who can actually assess the product(s)?

Focus on Product(s) - Pros and Cons Table Exercise Some approaches :- zShared group mark zGroup average mark zIndividual mark - allocated task zIndividual mark - individual report zIndividual mark - examination zCombination of group average & individual mark

Involving students in distributing the grade (p19) zStudents distribute mark awarded by the tutor (within a given range) (4X80 =320 marks)

Involving students in distributing the grade zStudents distribute ‘product’ mark (e.g. 80) awarded by the tutor (within a given range?) (4X80 =240 marks) zStudents allocate individual weightings 0 (zero contribution) to 1 (Full contribution) Or - 5 (less than) to 0 (average) to + 5 (more than)

Involving students in distributing the grade zStudents distribute marks awarded by the tutor (within a given range) (4X80 =240 marks) zStudents allocate individual weightings 0 (zero contribution) to 1 (Full contribution) Or -5 (less than) to 0 (average) to +5 (more than) zAnonymous peer marking sheets that the tutor uses to weight individual students’ marks

Involving students zStudents distribute marks awarded by the tutor (within a given range) (4X80 =240 marks) zStudents allocate individual weightings 0 (zero contribution) to 1 (Full contribution) Or -5 (less than) to 0 (average) to +5 (more than) zPeer marking sheets that the tutor uses to weight individual students’ marks But what are the students really assessing here?

Focus on Process - Criteria? zAttendance at meetings zEquity of contribution & division of labour zCo-operation zTime and task management zProblem solving zDevelopment of professional skills zListening zResponding to feedback etc etc etc

How can students evidence …Process … Reports Meeting agendas & minutes Testimonials Observations Interviews Reflective pieces Journals & diaries Achievement of set tasks

Application – Scenario (p20) zPlease present the outline of your approach on a poster zChoose a group spokesperson to report back

Some useful follow-up resources Johnson, D. W. and Johnson, R. T. (2004) Assessing students in groups : promoting group responsibility and individual accountability A set of links to case studies and reports on assessing groups from Essex University htm