- \n
- It builds core skills such as teamwork, leadership, negotiation, analytic\u00a0skill<\/strong>s in\u00a0evaluating\u00a0the work of others,\u00a0organisation and time management<\/strong>. It allows students to develop tolerance and empathy<\/strong> in working with other views, cultures and perspectives.<\/li>\n
- It promotes student engagement and academic performance (Kuh\u00a0et al. , 2007).<\/a> It can make more individualistic achievement assessment such as exams and quizzes more collaborative and engaging.<\/strong> Studies have shown that students also tend to achieve higher grades<\/strong> through working in teams (Johnson et al, 2006)<\/a>.<\/li>\n
- It is more\u00a0authentic,<\/strong> as group work is more common in the workplace and clinical and research environments.\u00a0This facilitates student’s awareness of their potential employability<\/strong> as they can discuss these assessment tasks in interviews.<\/li>\n
- It can allow for a greater scope in assessment by making groups work on more complex and intellectually challenging tasks<\/strong> that would be difficult and time consuming to mark individually.<\/li>\n<\/ul>\n
Known issues:<\/h3>\n
- \n
- Group work is not valued by everyone. Cultural resistance to group work should also be taken into account and a clear rationale given for its use. Groups should be encouraged to negotiate roles and responsibilities<\/strong> so as to play to individual strengths.<\/li>\n
- Summatively assessing group work brings challenges, such as equitable participation<\/strong> – although many of these can be mitigated (see below).<\/li>\n
- Decide and make clear to students whether the\u00a0process or outcome<\/b>\u00a0is more important, or whether they are equally weighted.\u00a0Also whether there will be an\u00a0individual grade as well as a group grade<\/b>\u00a0assigned to the work.<\/li>\n<\/ul>\n
![\"Image](\"https:\/\/image.slidesharecdn.com\/speakupandleadslidesfebruary202018beleaderly-180220203922\/95\/speak-up-and-lead-february-2018-3-638.jpg?cb=1519159262\")
<\/p>\n<\/h2>\n
How has it been used?\u00a0<\/b><\/h2>\n
A). Group\u00a0presentations \/ posters \/ videos \/ performances<\/strong><\/span><\/h3>\n
- \n
- Clare Furneaux from the University of Reading<\/a> assesses group reports.<\/li>\n
- The University of Queensland<\/a> discusses how to assess group posters in Maths.<\/li>\n
- See CASE STUDIES<\/a> in this resource for an example from KCL IOPPN department of Psychology\u00a0<\/span><\/li>\n<\/ul>\n
B). Group clinical \/ lab\u00a0skills<\/strong><\/h3>\n
The majority of lab work takes place individually but using formative assessment can facilitate creativity in assigning groups to perform experiments and write reports in teams.<\/p>\n
C). Group projects \/ research \/ reports<\/strong><\/h3>\n
- \n
- The University of York<\/a> provides some case studies of student-led group research assessment.<\/li>\n<\/ul>\n
D). Group tests \/ quizzes<\/strong><\/h3>\n
- \n
- The University of New South Wales<\/a> provides a clear how to guide for implementing and assessing group quizzes.<\/li>\n<\/ul>\n
E). Two-stage exams<\/h3>\n
- \n
- Two-stage exams<\/a>.<\/li>\n<\/ul>\n
F). Debates<\/strong><\/h3>\n
Debates are often used in Law Schools where ‘moot courts’ enable students to practise legal advocacy. However, debates can be valuable in other disciplines where controversial topics are being discussed\u00a0such as philosophy, theology or international relations, to name a few. Teachers decide on the topic being debated, and set up the task for preparation. The ideal team size is 5, meaning that each debate engages 10 students, 5 presenting a case for the motion and 5 against the motion. Posting of resources and forming and managing the debating groups can be done on KEATS.<\/p>\n
Examples:<\/p>\n
- \n
- The University of New South Wales<\/a> on teaching with debates;<\/li>\n
- The University of Reading<\/a> on debates for learning and assessment;<\/li>\n
- A rubric for grading debates<\/a>, from California State University, Northridge.<\/li>\n<\/ul>\n
<\/p>\n
How can I use group and team work?<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"
What is it? Group work (sometimes known as team based\u00a0learning) is a widely used educational method. Based\u00a0on the social-constructivist\u00a0model of learning, it\u00a0builds core cooperative and […]<\/a><\/p>\n<\/div>","protected":false},"author":384,"featured_media":0,"parent":40,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-98","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/98","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/users\/384"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/comments?post=98"}],"version-history":[{"count":13,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/98\/revisions"}],"predecessor-version":[{"id":1172,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/98\/revisions\/1172"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/40"}],"wp:attachment":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/media?parent=98"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- The University of Reading<\/a> on debates for learning and assessment;<\/li>\n
- The University of New South Wales<\/a> on teaching with debates;<\/li>\n
- Two-stage exams<\/a>.<\/li>\n<\/ul>\n
- The University of New South Wales<\/a> provides a clear how to guide for implementing and assessing group quizzes.<\/li>\n<\/ul>\n
- The University of Queensland<\/a> discusses how to assess group posters in Maths.<\/li>\n
- Summatively assessing group work brings challenges, such as equitable participation<\/strong> – although many of these can be mitigated (see below).<\/li>\n
- It promotes student engagement and academic performance (Kuh\u00a0et al. , 2007).<\/a> It can make more individualistic achievement assessment such as exams and quizzes more collaborative and engaging.<\/strong> Studies have shown that students also tend to achieve higher grades<\/strong> through working in teams (Johnson et al, 2006)<\/a>.<\/li>\n