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1 UTDC GuidelinesGroup Work and Group AssessmentImproving Teaching and LearningG4 Improving Teaching and LearningGroup WorkandGroup Assessment2004 EditionUniversity Teaching Development CentreVictoria university of WellingtoniiiiiTable of ContentsIntroduction1 Section 1 Working effectively with groups2 Planning for group work7 Establishing groups11 Scheduling group work13 Training and guidance13 Managing the group process14 Section 2 Assessing group work17 Section 3 Evaluation and review reflecting on the quality of thegroup work25 AppendicesAppendix A27 Appendix B34 Appendix C36 Appendix D45 Appendix E47 Bibliography48ivGroup Work and Group Assessment Guidelines1 GROUP WORK AND GROUPASSESSMENT GUIDELINESI ntroductionFor many years, groups have been used in higher educationas a Teaching / Learning strategy. However, the widespreadassessment of group work is a more recent phenomenon. Bothgroup work and its assessment (including self and peerassessment) has been the subject of considerable research anddiscussion in the higher education literature ( , Boud et al.)

2 ,1999; Nightingale et al., 1996)There are a wide variety of Teaching contexts where groupwork has been shown to enhance student Learning . Theseguidelines are designed to assist teachers to use group workin an educationally appropriate way that also meets therequirements of VUW Assessment Handbook. (see AppendixA for the VUW policy and relevant extract from theAssessment Handbook)These guidelines are divided into three sections. The firstidentifies strategies that can be used to ensure that groupwork is appropriate, well planned and managed. The secondsection deals with the assessment of group work. The finalsection of the guidelines provides some suggestions forevaluating the effectiveness of group Work and Group Assessment Guidelines2 SECTION 1 Working effectively with groupsWhat is group work?Group work can be used to achieve a range of Teaching andlearning goals (related to process and product). Whileterminology varies, the literature identifies three types ofgroup work: informal Learning groups, formal learninggroups, and study groups (Davis, 1993).

3 Informal groups are composed of ad hoc clusters ofstudents who work in class to discuss an issue or groups are established to complete a specific taskin one class session or over many weeks, alaboratory experiment, musical performance or thecompilation of an environmental impact report. Thework of a formal group may or may not be teams are formed to provide support formembers; usually for the duration of a guidelines deal with the establishment, managementand support of formal Learning groups and associatedassessment use groups?A clear rationale for assigning group work is to be found inWebb (1994), who provides a scholarly review of the widerange of educational theories drawn on by proponents ofgroup work. In more concrete terms, regardless of the contentarea, compared with other instructional formats, researchshows that [well-designed and conducted] group work leadsto greater retention and understanding of what is taught(Boud et al. 1999; Millis and Cottell, 1998).

4 To ensure thatgroup work is both well-designed and conducted, a numberGroup Work and Group Assessment Guidelines3of universities have developed detailed policies andguidelines ( Auckland university of Technology; MonashUniversity Murdoch university , university of Queensland, university of Technology Sydney).According to a recent survey by VUW s Career Developmentand Employment, Service (2000), New Zealand employersseek multi-skilled graduates with strong interpersonalcommunication skills. Other highly valued attributes includeproblem solving, self-direction, and teamwork. Thesequalities are increasingly recognised (at VUW and elsewhere)in graduate attribute lists and course objectives. Carefullyplanned group work provides an opportunity for students todevelop these (and other) literature documents a range of academic and socialbenefits of group work. These include: The development of co-operation and planning skills; Opportunities for leadership and shared leadership; Increased active participation and involvement in thecourse; Improved student performance; Opportunities for students to work on large and/orcomplex projects.

5 The promotion of student autonomy by transferringsome of the responsibility for Teaching and Learning opportunity to critique personal understanding andreceive peer feedback, fostering students ability to thinkcritically about their Learning and to determine what criteriashould be used in judging their work in future Learning arealso cited as valuable outcomes of group work by theMurdoch university the distance education/part time context, group work,although difficult, does help to involve students who wouldotherwise feel Work and Group Assessment Guidelines4 When to use group workGroup work should be considered when one or more of thefollowing criteria are met: some goals of the course are best achieved throughstudents working in groups the task can only be carried out by a group ( wherestudents work as a management team, or are required toassign roles to group members) the task is too large or complex for one person resource limitations require group work (limitedequipment, limited number of real clients).

6 The Coordinator/lecturer s roleThe role that the lecturer takes is critical to the success ofgroup work and this too can be a source of challenge. Duringthe group work the lecturer is likely to become group creator,mediator, organiser, coach, mentor and adviser in resolvinginternal group problems. He/she is also responsible fordealing with issues of inequity, allocating and moderatinggrades and providing useful feedback to individuals UTDC runs workshops designed to assist lecturers toorganise and run group work effectively. Individuals/teamscan also gain individual advice on any aspect of group co-ordinator/lecturer should ensure that adequate classtime is devoted to group formation, negotiation ofexpectations, roles, times and frequencies of that encourage students to identify each others strengths or other characteristics are useful to assist thisprocess. (refer the UTDC Small Group Handbook, part 3 forexamples of such activities)Group Work and Group Assessment Guidelines5Co-ordinators should consider allocating time during thecourse to build and reinforce rapport and group identitywithin groups.

7 Activities can be content focussed orconcerned with discussing what they are trying to achieveand how effective they are working as a group. The questionsin Appendix B can be used to assess group effectivenessduring the process).Why assess group work?(see section 2 for details on assessing group work).Group work can provide students with a valuable learningexperience whether or not it is associated with decision about whether and how to assess aspects ofgroup work should be based on the purpose of the activityand the significance it plays in assisting students to achievekey objectives. Where group work contributes significantly tothe achievement of programme/course objectives, itsassessment should be included in the overall assessment addition, recognition (via grades) acknowledges the timeand effort students must commit to work effectively problems and pitfalls associated with groupwork (and its assessment)As with any form of Teaching , there are a number of potentialproblems that may arise.

8 Appropriate use of group work,careful planning, support and monitoring will reduce thelikelihood of these problems adversely affecting and students at the university of Technology Sydneyidentified the following concerns, typical of the difficultiesencountered with group Work and Group Assessment Guidelines6 Poor internal group dynamics Exclusion or marginalisation of individual groupmembers Inappropriate tasks or assessment criteria for the subjector the range of students Less than desired levels of academic support orintervention Assessment of group work where there is noacknowledgement of differences in individualcontributions Excessive amounts of group work where compared withindividual work in a course or these last two points, if students believe they are incompetition for good grades (particularly were assessment isnormative), student collaboration may be all members receive an identical grade regardless ofcontribution, the emotional climate in the group is likely to beaffected by the knowledge that an individual s grade dependson the performance of others in the group, or the group overall balance between group and individual work isimportant to students and should reflect the objectives of thecourse and wider programme.

9 For example, at UTS,Graduates Course Experience Questionnaire responsesshowed that too great an emphasis on group work,particularly in assessment, drew criticism despite the fact thatmany graduates commented that they had learned importantteamwork skills. It was concluded that it is desirable to mapstudents experience of different kinds of Learning activitiesand assessment across each semester of a programme and theprogramme as a whole to check the balance and placement ofgroup work (UTS, p3).Group Work and Group Assessment Guidelines7 Planning for group workCourse objectivesGroup work must clearly assist students to achieve keycourse Learning objectives. It can provide an opportunity for students to discuss/reflectbefore preparing an individual assignment; assist students to learn the skills associated with effectivegroup work (communication, planning, negotiation); enable students to produce a high quality Work and Group Assessment Guidelines8 The purpose(s) of the group will impact on the processesadopted by the group and the approach students are likely totake to assessment (Webb, 1994) as the following examplesdemonstrate.

10 If the purpose is to develop team skills, overemphasis onthe production of the result may undermine the group s ability to work on theprocess. Where the product is the goal, attention is likely to focuson getting the job done in as quick and efficient way aspossible. In this situation, discussion of group workingskills will not be given priority by group , consider the extent to which students are requiredto learn and practice new skills or identify existing strengthsand work to developmentStudents can feel frustrated by the nature of the group occurs when the task canbe done effectively (or more effectively) by an individual ( writing may be inappropriate as a group task), orwhen the task is seen to rely heavily on the resources of somestudents while others are marginalised. Tasks that clearlyrequire co-operation for successful completion are more likelyto be should be designed to enable all students to contributeeffectively, perhaps through undertaking different roles orsubtasks ( group manager, team leader, quality control,record keeping).