ࡱ> a 8jbjbA]A] (+?+?2>>>>,?<UL@@@@@@@@̔ΔΔΔΔΔΔ,RU@@@@@"C@@"C"C"C@@@̔"C@̔"C"C4Ȏ@@ EV>BL>Ȏ%0U>+"C+|Ȏ"CD&))Resources for Group Work compiled by Elizabeth A. Lehfeldt, Cleveland State University General considerations; a good introduction to the concept; good bibliography  HYPERLINK "http://teaching.berkeley.edu/bgd/collaborative.html" http://teaching.berkeley.edu/bgd/collaborative.html Also general considerations; with additional links to good resources  HYPERLINK "http://tep.uoregon.edu/resources/newteach/groupwork.html" http://tep.uoregon.edu/resources/newteach/groupwork.html Excellent, comprehensive guide to the steps of incorporating group work into your course  HYPERLINK "http://www.iml.uts.edu.au/learnteach/groupwork/index.html" http://www.iml.uts.edu.au/learnteach/groupwork/index.html Very hands-on advice and instructions for group work resulting in collaborative writing  HYPERLINK "http://dhc.ucdavis.edu/vohs/toc.html" http://dhc.ucdavis.edu/vohs/toc.html Group work, practically applied in an actual course  HYPERLINK "http://www.evergreen.edu/washcenter/resources/acl/b2.html" http://www.evergreen.edu/washcenter/resources/acl/b2.html Assessment Rubric for a Collaborative Group Report Point ValueOutstanding 5Good 4 - 3Developing 2Beginning 1ParticipationParticipates actively. Helps direct the group in setting goals. Helps direct group in meeting goals. Thoroughly completes assigned tasks. Actively participates in helping the group work together better.Participates in group. Shows concern for goals. Participates in goal setting. Participates in meeting goals. Completes assigned tasks. Demonstrates effort to help the group work together.Sometimes participates in group. Shows concern for some goals. Participates marginally in goal setting. Participates in meeting goals. Completes some assigned tasks.Participates minimally. Shows a little concern for goals. Watches but doesn't participate in goal setting. Completes assigned tasks late or turns in work incomplete. CommunicationShares many ideas related to the goals. Encourages all group members to share their ideas. Listens attentively to others. Empathetic to other people's feelings and ideas.Freely shares ideas. Listens to others. Considers other people's feelings and ideas.Shares ideas when encouraged. Allows sharing by all group members. Listens to others. Considers other people's feelings and ideas.Does not share ideas. Watches but does not contribute to discussions. Does not show consideration for others. Source:  HYPERLINK "http://glory.gc.maricopa.edu/~mdesoto/webquest/webquest_evaluation.htm" http://glory.gc.maricopa.edu/~mdesoto/webquest/webquest_evaluation.htm Group Evaluation Rubric Criterion4321EffortProduced additional resources for the group; extraordinary effort demonstratedFully prepared; completed all agreed tasks; competent, but not extraordinaryMinimal preparation; superficial knowledge of resources; minimal effortLittle or no evidence of preparation; no effort shownAttitudeExceptionally positive and constructive; encourages other group membersPositive; supportive; mostly constructive and upbeatNeutral; neither encouraging nor discouraging; disinterested in the performance of othersDisparaging; negative, withdrawn or belligerent; absentContributionOutstanding contribution; above-and-beyond; work is excellent in form and substanceGood quality work; few revisions or additions are necessaryPoor quality work; substantive errors; much revision and editing is requiredPoor quality; little, if any, contribution to group goals Group MemberGroupEffortAttitudeContributionTotalSource:  HYPERLINK "http://fp.dl.kent.edu/fcubed/modules/modules/goalsassessment/examples.html#Group_Work" http://fp.dl.kent.edu/fcubed/modules/modules/goalsassessment/examples.html#Group_Work Table 1 : Options for lecturer/tutor assessment of group product Assessment option Some possible advantagesSome possible disadvantagesShared Group Mark The group submits one product and all group members receive the same mark from the lecturer/tutor, regardless of individual contribution.encourages group work - groups sink or swim together decreases likelihood of plagiarism more likely with individual products from group work relatively straightforward methodIndividual contributions are not necessarily reflected in the marks stronger students may be unfairly disadvantaged by weaker ones and vice versaGroup Average Mark Individual submissions (allocated task or individual reports as described below) are marked individually. The group members each then receive an average of these marks.may provide motivation for students to focus on both individual and group work and thereby develop in both areasmay be perceived as unfair by students stronger students may be unfairly disadvantaged by weaker ones and vice versaIndividual Mark - Allocated task Each student completes an allocated task that contributes to the final group product and gets the marks for that taska relatively objective way of ensuring individual participation may provide additional motivation to students potential to reward outstanding performancedifficult to find tasks that are exactly equal in size/complexity does not encourage the group process/collaboration dependencies between tasks may slow progress of some studentsIndividual Mark - Individual report Each student writes and submits an individual report based on the group's work on the task/projectEnsures individual effort Perceived as fair bystudentsprecise manner in which individual reports should differ often very unclear to students likelihood of unintentional plagiarism increasedIndividual Mark - Examination Exam questions specifically target the group projects, and can only be answered by students who have been thoroughly involved in the projectmay motivatestudents more to learn from the group project including learning from the other members of the groupmay diminish importance of group work additional work for staff in designing exam questions may not be effective, students may be able to answer the questions by reading the group reportsCombination of Group Average and Individual Mark The group mark is awarded to each member with a mechanism for adjusting for individual contributionsperceived by many students as fairer than shared group markadditional work for staff in setting up procedure for and in negotiating adjustmentsNB. Table based on Winchester-Seeto (2002). Table 2: Options for student assessment of group product Assessment option Some possible advantagesSome possible disadvantagesStudent distribution of pool of marks Lecturer/tutor awards a set number of marks and let the group decide how to distribute them. For example, the product is marked 80 (out of a possible 100) by the lecturer. There are four members of the group. Four by 80 = 240 so there are 240 marks to distribute to the four members. No one student can be given less than zero or more than 100. If members decide that they all contributed equally to the product then each member would receive a mark of 80. If they decided that some of the group had made a bigger contribution, then those members might get 85 or 90 marks and those who contributed less would get a lesser mark. easy to implement may motivate students to contribute more negotiation skills become part of the learning process potential to reward outstanding performance may be perceived as fairer than shared or average group mark aloneopen to subjective evaluation by friends may lead to conflict may foster competition and therefore be counterproductive to team work students may not have the skills necessary for the required negotiationStudents allocate individual weightings Lecture/tutor gives shared group mark, which is adjusted according to a peer assessment factor. The individual student's mark comes from the group mark multiplied by the peer assessment factor (eg. X 0.5 for 'half' contribution or X 1 for 'full' contribution)As aboveAs abovePeer Evaluation - random marker, using criteria, moderated Completed assessment items are randomly distributed to students who are required tocomplete a marking sheet identifying whether their peer has met the assessment criteria and awarding a mark. These marks are moderated by the staff member and together with the peer marking sheets are returned with the assessment item. helps clarify criteria to be used for assessment encourages a sense of involvement and responsibility assists students to develop skills in independent judgement increases feedback to students random allocation addresses potential friendship and other influences on assessment may provide experience parallel to career situations where peer judgement occurs time may have to be invested in teaching students to evaluate each other staff moderation is time consumingNB. Table based on Winchester-Seeto (2002). Table 3: Options for lecturer/tutor assessment of group process Assessment option Some possible advantagesSome possible disadvantagesIndividual mark - based on records/observation of process Each individual group member's contribution (as defined by predetermined criteria) is assessed using evidence from: team log books minutes sheets and/or direct observation of process And they are awarded a mark logs can potentially provide plenty of information to form basis of assessment keeping minute sheets helps members to focus on the process - a learning experience in itself May be perceived as a fair way to deal with 'shirkers' and outstanding contributionsReviewing logs can be time consuming for lecturer/tutor Students may need a lot of training and experience in keeping records Emphasis on second hand evidence - reliability an issue direct observation by a lecturer/tutor likely to change the nature of interaction in the groupGroup average mark -based on records/observation of process Each individual group member's contribution (as defined by predetermined criteria) is assessed using evidence from: team log books minutes sheets and/or direct observation of process. The group members each then receive an average of these marks. makes students focus on their operation as a team logs can provide plenty of information to form basis of assessment keeping minute sheets helps members to focus on the process - a learning experience in itselfreviewing logs can be time consuming students may need a lot of training and experience emphasis on second hand evidence - reliability an issue averaging the mark may be seen as unfair to those who have contributed more than othersIndividual mark - for paper analysing process Marks attributed for an individual paper from each student analysing the group process, including their own contribution that of student colleagueshelps students to focus on the process minimises opportunities for plagiarisminformation from students may be subjective and/or inaccurate may increase assessment burden for lecturer/tutorNB. Table based on Winchester-Seeto (2002). Table 4: Options for student assessment of group process Assessment option Some possible advantagesSome possible disadvantagesPeer 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.helps clarify criteria to be used for assessment Encourages sense of involvement and responsibility on part of students May assist students to develop skills in independent judgement Provides detailedfeedback to students Provides experience parallel to career situations where group judgement is made May reduce lecturer's marking loadmay increase lecturer/tutor workload in terms of - briefing students about the process - ensuring the criteria are explicit and clear - teaching students how to evaluate each other students may allow friendships to influence their assessment - reliability an issue students may not perceive this system as fair because of the possibility of being discriminated against Self evaluation- moderated mark, using predetermined criteria Students individually evaluate their own contribution using predetermined criteria and award themselves a mark. 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