assessing group work school of public health & health professions
DESCRIPTION
Open discussionTRANSCRIPT
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Assessing Group WorkSCHOOL OF PUBLIC HEALTH & HEALTH PROFESSIONS
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Overview Open discussion
Quick intro into literature
Good assessment starts at the beginning◦ Forming teams◦ Converting groups into effective teams◦ Peer rating
Example timeline
Wrap-up
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Open discussion
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Quick intro into literature
Group projects have been found to:◦ Increase motivation◦ Develop individual responsibility ◦ Co-construct knowledge as a result of member interactions the
produce new viewpoints
Students must be provided models of effective communication◦ Don’t assume they have the prerequisite skills◦ Often students aren’t provided with the necessary tools to build
these skills◦ “Few instructors do much more than assign the teams, and effective
teamwork requires training in how to work in teams.” (Vik, 2001, p. 112)
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Quick intro cont. “Group-hate”
◦ Actual term to indicate the negative attitudes students have to group work (Sorensen, 1981)
◦ Stems from:◦ Loss of individual control◦ Need to tutor less competent group members◦ Low self-efficacy
Students dislike the prospect of being evaluated as a group or by a group that has these negative behaviors
Students desire for the highest individual grade can be at odds with effective cooperative learning
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How to remedy these issues?
Good assessment starts at the beginning
*following suggestions come from the research literature*
Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of student centered learning, 2(1), 9-34.
King, P. E., & Behnke, R. R. (2005). Problems associated with evaluating student performance in groups. College Teaching, 53(2), 57-61.
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Forming teams Instructors should form teams. Given the choice:◦ Stronger students naturally group together, weaker ones flounder◦ Stronger students “divide and conquer” without discussing material
◦ This negates the power of group work (discussion, resolving conflict, teaching each other)
Faculty should acknowledge this is unpopular. Give rationale why.◦ “When you go to work you don’t get to choose your co-workers….”
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Forming teams cont. Team formation
◦ Optimal team size is 3-4 people◦ Form teams diverse in ability (by GPA) & have common blocks of
meeting time◦ Remember we want to provide weak students good modeling & tutoring
Distribute the “Getting to Know You” handout first day of class
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Forming teams cont. Announce that teams will be dissolved after 4-6 weeks unless you receive a request to keep them in tact (all team members).◦ The majority of teams stay in tact◦ Most dissolved teams learn from their mistakes and
improve in second team◦ Allow students to say who you don’t want to work with
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Thoughts?
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Converting groups into effective teams
Expectations need to be established◦ Set clear guidelines for team functioning◦ Members must set common expectations
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Converting groups into effective teams cont.
Students may not naturally know how to work as part of a team
Provide tips and guidance on how to deal with problems and issues◦ Take the group roles seriously. Each role develops a different skill◦ Avoid the “divide and conquer” mentality. Assessed on not only your
part, but your understanding of the whole project.◦ Don’t solve problems together. Stronger students finish faster.
◦ Better option is to outline solutions individually, then meet to solve problems
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Dealing with problem members
Provide students with information on how to deal with issues.◦ Ask students to respond (1/2 page essay or discussion board post)
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Dealing with problem members
Provide students with information on how to deal with issues.◦ Intermittently have students self-evaluate the group
Discuss results and any major issues with class (~ 10 minutes)◦ Have the class brainstorm solutions
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Thoughts?
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Peer rating Assess the relative contributions of the team
◦ Effort as a percentage of the final product◦ Caution: intrinsically competitive
Assessing the “team citizenship” of members◦ Cooperating with team, fulfilling responsibilities, helping
others, etc. ◦ Stresses teamwork skills over academic ability
◦ Only penalizes problem team members
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Evaluating Team Members
1. After a few weeks, teams evaluate each other and themselves◦ Share results with team members only◦ Stress importance of initial evaluation, curtails issues down the road
2. Final (or mid-term) evaluation, results go to instructor◦ Use results to calculate group grade
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Example timeline
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Wrap-up Thoughts?
Suggestions?
Comments?
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Spring 2016 Workshops
◦ Active learning strategies
◦ Testing to increase retention
◦ Case scenarios/debates/simulation/games
◦ Flipped classroom