TECGW Resources for Faculty

Literature Review

A Rating Scheme for Assessing the Quality of Computer-Supported Collaborative Processes. (2007) Anne Meier, Hans Spada, Nikol Rummel.

http://go.wisc.edu/wmduef
This article discusses nine dimensions of collaboration that can help evaluate collaborative efforts: sustaining mutual understanding; dialogue management; information pooling; reaching consensus; task division; time management; technical coordination; reciprocal interaction; and individual task orientation.

Assessing Group Tasks. (2002) Geoff Isaacs.

http://go.wisc.edu/45095l
This document provides a rationale for how and when to assess group work. It includes an example of the assessment design and implementation process for a robust group task. The authors highlights the importance of aligning course objectives with the group activity and assessment.

Assessing Group Work. (2002) Australian University Teaching Committee - Center for the Study of Higher Education.

http://go.wisc.edu/n64528
In this paper, the author provides a rationale for group work, guidelines for designing an effective group work model, and a variety of group assessment options. “When effective group management processes are employed, clear assessment guidelines are developed and communicated, and valid and fair grading processes are employed, the likelihood of positive learning outcomes and student satisfaction with group activities is significantly increased. Alternatively, if students cannot see the objective of group work, are unsure of what is expected of them, or believe the assessment methods are invalid or unfair, the educational benefits are reduced and tensions can emerge.”

Assessment in the Collaborative Classroom. (2009) Dana Stairs.

http://go.wisc.edu/7329iu
This paper examines the assessment of student achievement in the collaborative classroom. The challenges of cooperative learning and the tools used for assessment in a collaborative classroom are examined. An analysis of assessment techniques, the assessment timeline, and the act of assigning grades all show that a combination of group and individual grades secured through continuous assessment is the ideal format to use in congruence with cooperative learning. Mid-project peer reviews are also shown to be an effective way for students to modify behaviors that are not meeting group expectations before the final assessment takes place.

But I Did All the Work: Effective Group Work and Its Assessment. (2003) Michael Abernethy, Rebecca Carlton.

http://go.wisc.edu/f5sk5v
This article provides insight into the dynamics of group work by noting the six dimensions of culture (power distance, uncertainty avoidance, individualism-collectivism, gender, timing, and context), and by dividing group members into five personality types (avoiding, obliging, compromising, dominating, and integrating). Although it does not discuss the process of evaluating group work, it does provide a variety of different worksheets that can be adopted for peer or self-assessment.

Group Work and Group Assessment - UTDC Guidelines. (2004) University Teaching Development Centre - Victoria University of Wellington.

http://go.wisc.edu/do7le1
This document provides an overview of designing, implementing, and assessing a collaborative project. The method used for assessing group projects focuses on a blended method combining evaluation of the final product and collaborative process. Individual grades are determined by combining the scores of the final product and peer evaluations. The appendices provide examples of peer evaluation forms than can be modified to fit a specific course or assignment.

Peer Learning and Assessment. (1999) David Boud, Ruth Cohen, Jane Sampson.

http://go.wisc.edu/5g88wz
This article discusses the benefits and challenges of group work in university courses and ways to align assessment with the goals and objectives of the course. The authors explore the reasons for peer learning activities, the effects of assessment on learning in general, and the significance assessment has on group activities.

Peer Learning and Learning-Oriented Assessment in Technology-Enhanced Environments. (2006) Mike Keppell, Eliza Au, Ada Ma, Christine Chan.

http://go.wisc.edu/2v1u38
This paper discusses the importance learning-oriented assessment for group activities has in promoting collaboration and communication among group members. Three case studies of group projects and their assessment designs are described. The examples provide concrete methods on how peer feedback enhances the learning experience and the final product.