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Thank you for taking the time to go through this short course about the assessment of group work. I hope that you take away an opportunity to reflect on what students are getting out of their learning experiences in your course, the processes of group work and how students reflect on that, what types of activities you’re designing in your learning that students are learning through, and different strategies for providing assessment to students, either through self-reflection, peer reflection, or instructor-led reflection. I’m looking forward to hearing from you and your experiences with group work and its assessment, and I look forward to reading your comments in the section below.
- Design group work to offer opportunities for metacognition through learner reflection.
- Align the purpose of group activities and outcome of learning goals to help learners make learning explicit.
- Select assessment strategies to make evidence of learning effective and efficient, appropriate for the mode and group context.
Thank you for taking the ‘Assessing Group Work’ course, developed in collaboration with Aditi Garg. We hope you enjoyed it and that it gave you something to try in your own practice—or helped you reflect on something you’re already doing well. Don’t forget to mark this lesson as ‘Mark Complete’ to earn your Course Completion Badge!
Further Reading
- McCrea, R., Neville, I., Rickard, D., Walsh, C., & Williams, D. (2016). Facilitating group work: A guide to good practice. Dublin: Technological University Dublin.
- Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco: Jossey-Bass Publishers.
- Slavin, R. E. (1994). Practical guide to cooperative learning. Boston, MA: Allyn and Bacon. Burke, A. (2011). Group work: How to use groups effectively. The Journal of Effective Teaching, 11(2), 87-95.
References
- Arnold, C., Carroll, D., van Dellen, W., Fastré, G., Jansen, W., Lutgens, G., van der Meer, N., Nederkoorn, S., & Nijhuis, J. (2019). Assessing the individual contribution in groupwork: A Maastricht University guide. EDLAB.
- Carroll, D., Jansen, W., & Lutgens, G. (Eds.). Barkley, C., Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco; Jossey-Bass Publishers.
- British Columbia Institute of Technology Learning and Teaching Centre. (2010). Effective use of group work [Instructional job aid].
- Burke, A. (2011). Group work: How to use groups effectively. The Journal of Effective Teaching, 11(2), 87–95. Davis, B. G. (1993). Tools for Teaching. Jossey-Bass Inc., San Francisco: California
- Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The impact of peer assessment on academic performance: A meta-analysis of control group studies. Educational Psychology Review, 32(2), 481–509.
- Freeman, L., & Greenacre, L. (2011). An examination of socially destructive behaviors in group work. Journal of Marketing Education, 33(1) p. 5-17. Graduate Outlook Survey (2010). University of Canterbury.
- Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 13(9), 129–144.
- Peters, O., Körndle, H., & Narciss, S. (2018). Effects of a formative assessment script on how vocational students generate formative feedback to a peer’s or their own performance. European Journal of Psychology of Education, 33(1), 117–143
- Scott, G. W. (2017). Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence. Higher Education Pedagogies, 2(1), 1–13.
- St-Onge, C., Young, M., Eva, K. W., & Hodges, B. (2017). Validity: One word with a plurality of meanings. Advances in Health Sciences Education, 22(4), 853–867.
Discussions
What is your takeaway from this course and what small changes are you planning to make to how you use and assess group work in your teaching?
Please share your thoughts and questions in the comments section below.