TECGW Resources for Faculty
Evaluating and Assessing Collaborative Group Work
The Methods of Good Practice identify the importance of regular assessment and feedback. Students are often concerned about getting a group grade for a project that does not reflect the actual distribution of work or is focused solely on the outcome of the collaboration while ignoring the collaborative process. For students to appreciate collaboration as a valid learning outcome on its own, instructors should consider incorporating an assessment of the collaborative process as part of the grade a student receives. The following resources can be used to facilitate peer assessment and to provide useful assessment of group collaborative activities.
“Group work provides a combination of useful outcomes: the development of collaborative skills relevant to future work and study; the opportunity to hear and discuss alternative points of view; and the chance to self-evaluate as one observes the work of others in the group. Group projects, discussions, and writing have enhanced the learning and social interaction in my classes.”
Kent Peterson - Professor, Educational Leadership and Policy Analysis, School of Education
Assessing Group Effectiveness
Taken from a document called Improving Teaching and Learning Group Work and Group Assessment, developed at Victoria University of Wellington, this document provides a form for students to complete as a way to monitor group progress. It can be used as a group processing tool or can be modified to be used at the end of a project as a way for an instructor to gather input from the students on how well the group functioned.
Group Analysis Forms
These forms were used by Biocore students to evaluate themselves and the work of their peers as part of a collaborative team. The Group Analysis Forms are used in conjunction with the Group Effort Analysis Rubric.
Group Effort Analysis Rubrichttp://go.wisc.edu/8d9en1
This rubric was used in the Biocore program to have students evaluate themselves and the work of their peers as part of a collaborative team. It uses a five point scale and defines what behaviors are unacceptable, satisfactory, and exemplary.
Group Processing Form
Taken from an article called Best Practices Involving Teamwork in the Classroom, by Oakley, Hanna, Zuzmyn and Felder, this form can be given to students to evaluate their team’s progress toward effective group functioning. This form can provide formative feedback to students and help them reflect on how their team is working together.
Group Work Rubric
This rubric can be used to help group members assess one another. Skills being measured include: participation; cooperation with others; commitment; role fulfillment; communication skills; and job proficiency.
Peer Assessment Form
This form can be used to help students evaluate each other. The author suggests using these throughout the project as a way to provide formative feedback to students on how well they are working in their group.
Peer Rating of Team Members
This form can be used by students to rate their peers. Students rate the degree to which they and their team members have fulfilled their responsibilities in completing the team assignments.
Team Membership Evaluation Form
This form can be used by students to evaluate team members to help improve the group experience. Its purpose is to identify those who have been active and cooperative members as well as to identify those who have not participated.