Reflection on
Second Reading
For EdPsy 487
Darren Loschen
When thinking
about group assessment, I first thought about how I handled it in class. One project I have the students do is a
20-slide presentation in PowerPoint.
The students are given a list of items they must use or items that must
appear in their presentation. I allow
students to work in groups if they want, but it is not required. I don’t change how I grade the project if
the students work in groups. I only
require that students that work together must add more slides based on the
number of students in the group. I
don’t assess how the students work together.
Another project in a different class requires students to work together
to research a company on the Internet and put together a presentation in
PowerPoint and write a paper. Again in
this project, I look for items that I have requested the students put in their
project. I do ask the students to
evaluate the other students in their group on a scale from 1 to 5 based on what
they think the other students did for the group. I guess most of my group grades are based on participation as
many teachers did that used the Global Lab investigations mentioned in the
article.
The dimensions of
collaboration given in the paper, I feel are a good set to follow when grading
work done in groups. I think if a
teacher thinks long and hard they can somehow use these items for group grades
in his/her class. I tried to create a
rubric, but I had a tough time thinking of my own. I had read Jill McCue’s reflection and liked her rubric so I
didn’t really want to copy her rubric—but it was definitely good. Here is something I put together.
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Excellent
Task is
completely and clearly identified; above and beyond 10 points |
Average
Task is
identified and completed 8 point |
Below average
Some items
are missing along with some evidence
5 points |
Missing
No evidence of
work 0 points |
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Analyzing the
Task |
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Developing
Social Norms |
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Assigning and Adapting
Roles |
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Explaining/Forming
Arguments |
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Sharing
Resources |
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Asking
Questions |
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Transforming
Participation |
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Developing
Shared Ideas and Understandings |
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Presenting Findings |
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If one of the
dimensions does not fit well with the group project it can be ignored when
determining a student’s grade.