Taking the Guesswork Out of Assessing Individual Contributions to Group Work Assignments

2013 ◽  
Vol 29 (1) ◽  
pp. 169-180 ◽  
Author(s):  
Susan C. Lambert ◽  
Amanda J. Carter ◽  
Margaret Lightbody
Keyword(s):  
Group Work ◽  
Individual Student ◽  
Group Assessment ◽  
Free Riders ◽  
Group Assignment ◽  
Individual Contributions ◽  
Group Members ◽  
Objective Basis

ABSTRACT This paper demonstrates how a wiki can be used to deliver greater justice in the form of a fairer grade to students who report that not all members of their group made a reasonable contribution to an assignment. While group assessment has many pedagogical and professional benefits, it is fraught with potentially unjust outcomes in terms of the marks assigned to individual students. Free-riders can unjustly receive marks for work that they have not contributed to and they may even drag down the group marks due to their non-performance. We describe how a wiki was used in an auditing group assignment to provide evidence of individual student contributions following reports of unequal contributions by group members. It was found that the wiki provided a relatively more objective basis than traditional document-based assignments to inform the decision as to whether or not all students in the group would receive the same grade and if not, how the grades should be modified.

scholarly journals “Perimeter”: Measuring the Ability to Design Activity with a Group Assessment Tool

2020 ◽  
Vol 25 (2) ◽  
pp. 5-18 ◽  
Author(s):  
E.S. Akopova ◽  
O.I. Glazunova ◽  
Y.V. Gromyko
Keyword(s):  
Group Work ◽  
Assessment Tool ◽  
Project Teams ◽  
University Education ◽  
Design Activity ◽  
Joint Work ◽  
Group Assessment ◽  
Integrated Methods ◽  
Group Members ◽  
Communication And Coordination

The article describes a tool for assessing the ability to design activity in the process of group work when group members must coordinate to produce a scheme for their joint work. This new game-based technique was developed on the basis of N.Ach’s and Vygotsky-Sacharov’s integrated methods as well as on V. Rubtsov’s and Y.Gromyko’s methodology. It follows the principles of activity approach. The feature of this technique is that it employs the criteria for assessing communication and coordination in group task solving that were specially developed by us for these purposes. The tool can be applied for assessing the outcomes of design activity and developmental levels of design competencies in adolescents and young people in the course of school and university education. Also, this technique can be used for assessing project teams both in education and in other professional areas. The technique is currently being tested.

Peer Assessment as a Facilitating and Assessment Strategy in Online and Face-to-Face Classes

2021 ◽  
Vol 11 (3) ◽  
pp. 36-48
Author(s):  
Sang Joon Lee ◽  
Kyungbin Kwon
Keyword(s):  
Group Work ◽  
Evaluation Method ◽  
Online Courses ◽  
Peer Assessment ◽  
Group Project ◽  
Face To Face ◽  
Assessment Strategy ◽  
Positive Effects ◽  
Individual Contributions ◽  
Group Members

Although group work has shown positive effects on student learning, it has been challenging to encourage students to actively engage in group work and assess individual contributions to group projects, particularly in online courses. Peer assessment is a peer evaluation method in which each student assesses group members on how well they did on a group project thereby facilitating students' participation in the group project. The purpose of this study was to examine how students perceived peer assessment as a facilitating and assessment strategy and whether their perceptions were different between online and face-to-face classes. The findings showed both face-to-face and online students perceived that peer assessment was not only a good way to facilitate students' participations and contributions, but it was also a reliable way to assess students' contributions to a group project.

Working in Groups: The Importance of Communication in Developing Trust and Cooperation

EDIS ◽  
2013 ◽  
Vol 2013 (11) ◽  
Author(s):  
Bryan D. Terry
Keyword(s):  
Group Work ◽  
Positive Experience ◽  
Total Group ◽  
Fact Sheet ◽  
Working Together ◽  
Group Members

Working together in groups can be a great experience or one filled with stress and anxiety. The success of group work depends largely on the trust developed among group members and the respect they show each other. When an individual has had a positive experience in a group, he/she is more likely to take risks, ask questions, and share ideas that will benefit the total group. This 3-page fact sheet was written by Bryan D. Terry, and published by the UF Department of Family Youth and Community Sciences, August 2013. http://edis.ifas.ufl.edu/fy1378

Facing Loss of Vision: The Response of Adults to Visual Impairment

1981 ◽  
Vol 75 (2) ◽  
pp. 41-45 ◽  
Author(s):  
Donna L. Emerson
Keyword(s):  
Group Therapy ◽  
Group Work ◽  
Low Vision ◽  
Psychosocial Problems ◽  
Short Term ◽  
Reactive Depression ◽  
Before And After ◽  
Group Members ◽  
Social Group Work ◽  
Group Experience

Short-term group therapy, using social group work, was utilized to treat the psychosocial problems of two groups of elderly low-vision clients and one group of young adult clients with low vision (N = 24). Group members showed psychosocial movement in three phases: shock, reactive depression, and readjustment. Evaluations measured the change in attitudes before and after group therapy. At the end of therapy, 17 persons, compared to none before the therapy, were at the point of self-acceptance and readjustment. Clinical examples illustrate the interplay of intrapsychic and group-experience factors leading to readjustment.

Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

1995 ◽  
Vol 58 (2) ◽  
pp. 21-24 ◽  
Author(s):  
Janet K. Winter ◽  
Joan C. Neal
Keyword(s):  
Student Perceptions ◽  
Group Work ◽  
Group Processes ◽  
Writing Quality ◽  
Student Opinions ◽  
Group Members ◽  
Effective Group ◽  
Student Grades ◽  
Learning And Achievement

Understanding student perceptions of group work should help educators prepare students to be effective group members in the classroom and at work. This study ascer tained student perceptions of their learning and achievement in group situations. The following correlations were determined: (a) There was a relationship between student grades and perceptions of the writing quality as well as perceptions of the amount learned about group processes; (b) there was no correlation between grades and student opinions of the quantity of work achieved, the type of person who hindered the group the most, and whether the student enjoyed the group work.

Recognition for Group Work: Gender Differences in Academia

2017 ◽  
Vol 107 (5) ◽  
pp. 141-145 ◽  
Author(s):  
Heather Sarsons
Keyword(s):  
Gender Differences ◽  
Group Work ◽  
Specific Information ◽  
Gender Influence ◽  
Clear Signal ◽  
Demographic Traits ◽  
Individual Contributions ◽  
To Receive

How is credit for group work allocated when individual contributions are not observed? I use data on academics' publication records to test whether demographic traits like gender influence how credit is allocated under such uncertainty. While solo-authored papers send a clear signal about ability, coauthored papers are noisy, providing no specific information about each contributor's skills. I find that men are tenured at roughly the same rate regardless of coauthoring choices. Women, however, are less likely to receive tenure the more they coauthor. The result is much less pronounced among women who coauthor with other women.

scholarly journals Engaging students of Engineering & Technology in positive Group Dynamics using randomly generated Instant Virtual Group (IVG) quizzes

2017 ◽  
Vol 5 (10) ◽  
pp. 10-43
Author(s):  
Muhammad Yousif Jamro
Keyword(s):  
Group Dynamics ◽  
Group Work ◽  
Chi Square ◽  
Engineering Technology ◽  
Entire Class ◽  
Virtual Groups ◽  
Assessment Activity ◽  
Chi Square Test ◽  
Group Members ◽  
Group Member

A quiz template is developed keeping in mind the group dynamics to engage and encourage group work activities among E&T undergraduates. The Microsoft® Excel VBA programming was used to create random instant virtual groups (IVGs) and to select random questions. Although the IVG quiz selects group members randomly, yet the programming enables “controlled” reoccurrence keeping the entire class in alert state (i.e. allowing previous members from other groups to reappear and regroup). During the quiz, a small group cooperatively engaged working towards solution and at the end of each quiz question each group member is peer assessed by entire class following pre-set rules of engagement. At the end of quiz, the analyses are auto-plotted showing individual and group contributions flagging out, the best, good and the poor performers. The developed quiz workbook can be easily adopted for the reuse in any group assessment activity by simply changing the attendance list and question bank. The quiz template was used in piloting an epistemological study of various taught modules at different programme levels in various pathways of MEng-BEng and MSc Engineering programmes. The results of a survey analysing the effectiveness of such IVG quizzes using Chi-square test predicted an overall 71% net positive student’s responses with an average above 59% for various programme levels. Furthermore, the data analysis suggested that Level 4 and MSc cohorts comparatively need more tutor support in their group work as they have limited exposure to group dynamics. The significance of eye-contact and positioning of peers in-classroom randomised IVGs were also studied, which revealed that increasing separation between peers and their obscured locations obstructing their eye-contacts show adverse effects on group homotopy recommending maximum five members in an IVG creating effective cooperative communication. The random IVG quiz is tutor centred activity and mainly designed engaging students in-class active learning, and is suitable for small to medium class size of 30-35, nonetheless, large cohort size can be supported by splitting in batches.

scholarly journals Lectures and collaborative working improves the performance of medical students

2021 ◽  
Vol 45 (1) ◽  
pp. 18-23
Author(s):  
Luís Henrique Montrezor
Keyword(s):  
Medical Students ◽  
Group Work ◽  
Collaborative Work ◽  
Collaborative Group ◽  
Digestive Physiology ◽  
Collaborative Working ◽  
Group Members ◽  
Collaborative Group Work

Snapshot: The use of short lecture classes associated with collaborative group work, which involved the elaboration of a portfolio, with well-defined modalities and objectives, improved the students’ grades and decreased the percentage of incorrect answers on tests. Most of the students believed that the collaborative work contributed to their learning about digestive physiology, and most of them reported being comfortable working in their groups, without feeling dominated by other group members.

scholarly journals Upaya Meningkatkan Ketuntasan Belajar Memastikan Kebutuhan Akan Dokumen Melalui Penerapan Pembelajaran Koopratif Model Student Teams Achievement Divisions (STAD) Pada Siswa Kelas XII APK-1 SMK Negeri 1 Magetan Pada Tahun Pelajaran 2010/2011

2019 ◽  
Vol 7 (2) ◽  
pp. 149
Author(s):  
Arum Yuliani
Keyword(s):  
Cooperative Learning ◽  
Group Work ◽  
Group Learning ◽  
Learning Activities ◽  
School Year ◽  
Group Assignment ◽  
Student Teams ◽  
Grouping Students ◽  
Basic Competencies ◽  
Academic Year

<p><em>One of the topics of discussion among teachers, especially in the Office Administration Expertise Program of SMK Negeri 1 Magetan is the problem of managing learning by grouping students who sometimes experience obstacles and do not carry out as expected. This resulted in the results of group work becoming less than optimal and only a small percentage of students understood the group assignment material. As a result, when there is a test, there are still many students who get less grades from KKM or have not yet finished learning and classical learning completeness has not been achieved. This research is planned in three cycles. Each cycle consists of four stages, namely (1) planning, (2) implementation, (3) observation, and (4) reflection. The results of the study were obtained (1) The application of STAD model cooperative learning can improve learning completeness to ensure the need for documents in class XII APk-1 SMK 1 Magetan in the academic year 2010/2011, (2) Application of STAD model cooperative learning can improve group learning activities in ensuring the need for documents in class XII APk-1 students at SMK Negeri 1 Magetan  in  the  academic  year  2010/2011,  and  (3)  the  application  of  STAD  model cooperative learning is fun and can encourage students of class XII APK-1 at SMK Negeri 1 Magetan in the 2010 school year / 2011 to diligently study on basic competencies Ensuring the Need for Documents.</em></p>

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