CRITICAL PROBLEMS IN GRADING GROUP WORK PLANNING & GRADING GROUP - PowerPoint PPT Presentation

3/10/17 CRITICAL PROBLEMS IN GRADING GROUP WORK PLANNING & GRADING GROUP WORK Techniques, Tactics & Interventions AUP Teaching & Learning Center - Robert Earhart - AUP Teaching & Learning Center - Robert Earhart - 10/03/17 10/03/17 CRITICAL PROBLEMS IN GRADING GROUP WORK FRAMING GROUP WORK • Goals and Objectives – Building teamwork skills – Project-based learning – Multiple perspectives – Making larger projects feasible – Managing complexity • Structure – Long or short duration – One big project or many smaller projects AUP Teaching & Learning Center - Robert Earhart - AUP Teaching & Learning Center - Robert Earhart - 10/03/17 10/03/17 1

3/10/17 FRAMING GROUP WORK SETTING GROUPS • Maturity Level Setting Expectations – Freshman/Sophomores • Syllabus (see sample A) – Juniors/Seniors – Graduate students – Should indicate how group work • Cultural Background is going to be graded • Type of group work – Expectations and rules for group – Whole semester work • See Sample C – One off project • In class (see sample B) • Deliverables – Explanation and discussion • Percentage of Grade • Likelihood of conflict – Continuous follow up • Probability of free riding / cheating – Offer some immediate feedback AUP Teaching & Learning Center - Robert Earhart - AUP Teaching & Learning Center - Robert Earhart - 10/03/17 10/03/17 DELIVERABLES GRADING • Paper • Deliverable (itself – sample D) • Presentation – Grading method must match the goal – One or some presenting and structure – All presenting – Must be some symmetry to group • Creative work member contributions – Video • Supplemental individual work – Art work • Reflective report – Narrative • Timesheets • Analysis • Self assessment (see sample E & F) • Debate • Peer assessment (see sample E & F) • Discussion • Exam • Midterm or final exam/paper AUP Teaching & Learning Center - Robert Earhart - AUP Teaching & Learning Center - Robert Earhart - 10/03/17 10/03/17 2

3/10/17 COMMON PROBLEMS INTERVENTION TACTICS • Pay close attention to avoid interventions in the first place • In-group cliques Set benchmarks • – Exclusion can often be – Ask questions interpreted as free riding – Offer immediate feedback – ‘Intimate relationships’ • Surprise quiz or peer assessment • Appoint group leaders • Personal and scheduling – A must for high complexity/ longitudinal projects conflicts – Leader should have a proven track record of reliability in the course • Free riding – High level of maturity • Re-set groups • Social pressure – Strongest leader to struggling group • Absences (especially on – Struggling student to strongest group deliverable day) • Request timesheets: Ask each group member to track their time on the project and what they worked on during that time AUP Teaching & Learning Center - Robert Earhart - AUP Teaching & Learning Center - Robert Earhart - 10/03/17 10/03/17 3