Challenge accepted: beautiful groupworkPosted: February 12, 2016
You knew it was coming. The biggest challenge of any assessment model: how do we handle group-based assessment?
There’s a joke that says a lot about how students feel when they’re asked to do group work:
When I die I want my group project members to lower me into my grave so they can let me down one more time.
Everyone has horror stories about group work and they tend to fall into these patterns:
- Group members X and Y didn’t do enough of the work.
- I did all of the work.
- We all got the same mark but we didn’t do the same work.
- Person X got more than I did and I did more.
- Person X never even showed up and they still passed!
- We got it all together but Person X handed it in late.
- Person W said that he/she would do task T but never did and I ended up having to do it.
Let’s consolidate these. People are concerned about a fair division of work and fair recognition of effort, especially where this falls into an allocation of grades. (Point 6 only matters if there are late penalties or opportunities lost by not submitting in time.)
This is totally reasonable! If someone is getting recognition for doing a task then let’s make sure it’s the right person and that everyone who contributed gets a guernsey. (Australian football reference to being a recognised team member.)
How do we make group work beautiful? First, we have to define the aesthetics of group work: which characteristics define the activity? Then we maximise those as we have done before to find beauty. But in order for the activity to be both good and true, it has to achieve the goals that define and we have to be open about what we are doing. Let’s start, even before the aesthetics, and ask about group work itself.
What is the point of group work? This varies by discipline but, usually, we take a task that is too large or complex for one person to achieve in the time allowed and that mimics (or is) a task you’d expect graduates to perform. This task is then attacked through some sort of decomposition into smaller pieces, many of which are dependant in a strict order, and these are assigned to group members. By doing this, we usually claim to be providing an authentic workplace or task-focused assignment.
The problem that arises, for me, is when we try and work out how we measure the success of such a group activity. Being able to function in a group has a lot of related theory (psychological, behavioural, and sociological, at least) but we often don’t teach that. We take a discipline task that we believe can be decomposed effectively and we then expect students to carve it up. Now the actual group dynamics will feature in the assessment but we often measure the outputs associate with the task to determine how effective group formation and management was. However, the discipline task has a skill and knowledge dimension, while the group activity elements have a competency focus. What’s more problematic is that unsuccessful group work can overshadow task achievement and lead to a discounting of skill and knowledge success, through mechanisms that are associated but not necessarily correlated.
Going back to competency-based assessment, we assess competency by carrying out direct observation, indirect measures and through professional reports and references. Our group members’ reports on us (and our reports on them) function in the latter area and are useful sources of feedback, identifying group and individual perceptions as well as work progress. But are these inherently markable? We spend a lot of time trying to balance peer feedback, minimise bullying, minimise over-claiming, and get a realistic view of the group through such mechanisms but adding marks to a task does not make it more cognitively beneficial. We know that.
For me, the problem with most group work assessment is that we are looking at the output of the task and competency based artefacts associated with the group and jamming them together as if they mean something.
Much as I argue against late penalties changing the grade you received, which formed a temporal market for knowledge, I’m going to argue against trying to assess group work through marking a final product and then dividing those grades based on reported contributions.
We are measuring different things. You cannot just add red to melon and divide it by four to get a number and, yet, we are combining different areas, with different intentions, and dragging it into one grade that is more likely to foster resentment and negative association with the task. I know that people are making this work, at least to an extent, and that a lot of great work is being done to address this but I wonder if we can channel all of the energy spent in making it work into getting more amazing things done?
Just about every student I’ve spoken to hates group work. Let’s talk about how we can fix that.