Beautiful decompositionPosted: February 14, 2016 Filed under: Education | Tags: advocacy, aesthetics, authenticity, beauty, blogging, community, competency-based assessment, education, educational problem, educational research, ethics, higher education, in the student's head, learning, small group learning, student perspective, teaching, teaching approaches, Workgroups Leave a comment
Now there’s a title that I didn’t expect to write. In this case, I’m referring to how we break group tasks down into individual elements. I’ve already noted that groups like team members who are hard-working, able to contribute and dependable, but we also have the (conflicting) elements from the ideal group where the common goal is more important than individual requirements and this may require people to perform tasks that they are either not comfortable with or ideally suited for.
How do we assess this fairly? We can look at what a group produces and we can look at what a group does but, to see the individual contribution, there has to be some allocation of sub-tasks to individuals. There are several (let’s call them interesting) ways that people divide up up tasks that we set. Here are three.
- Decomposition into dependent sub-tasks.
- Decomposition into isolated sub-tasks (if possible).
- Decomposition into different roles that spread across different tasks.
Part of working with a group is knowing whether tasks can be broken down, how that can be done successfully, being able to identify dependencies and then putting the whole thing back together to produce a recognisable task at the end.
What we often do with assignment work is to give students identical assignments and they all solemnly go off and solve the same problem (and we punish them if they don’t do enough of this work by themselves). Obviously, then, a group assignment that can be decomposed to isolated sub tasks that have no dependencies and have no assembly requirement is functionally equivalent to an independent assessment, except with some semantic burden of illusory group work.
If we set assignments that have dependent sub-tasks, we aren’t distributing work pressure fairly as students early on in the process have more time to achieve their goals but potentially at the expense of later students. But if the tasks aren’t dependent then we have the problem that the group doesn’t have to perform as a group, they’re a set of people who happen to have a common deadline. Someone (or some people) may have an assembly role at the end but, for the most part, students could work separately.
The ideal way to keep the group talking and working together is to drive such behaviour through necessity, which would require role separation and involvement in a number of tasks across the lifespan of the activity. Nothing radical about that. It also happens to be the hardest form to assess as we don’t have clear task boundaries to work with. However, we also have provided many opportunities for students to demonstrate their ability and to work together, whether as mentor or mentee, to learn from each other in the process.
For me, the most beautiful construction of a group assessment task is found where groups must work together to solve the problem. Beautiful decomposition is, effectively, not a decomposition process but an identification strategy that can pinpoint key tasks while recognising that they cannot be totally decoupled without subverting the group work approach.
But this introduces grading problems. A fluid approach to task allocation can quickly blur neat allocation lines, especially if someone occupies a role that has less visible outputs than another. Does someone get equal recognition for driving ideas, facilitating, the (often dull) admin work or do you have to be on the production side to be seen as valuable?
I know some of you have just come down heavily on one side or the other reading that last line. That’s why we need to choose assessment carefully here.
If you want effective group work, you need an effective group. They have to trust each other, they have to work to individual strengths, and they must be working towards a common goal which is the goal of the task, not a grading goal.
I’m in deep opinion now but I’ve always wondered how many student groups fall apart because we jam together people who just want a pass with people who would kill a baby deer for a high distinction. How do these people have common ground, common values, or the ability to build a mutual trust relationship?
Why do people who just want to go out and practice have to raise themselves to the standards of a group of students who want to get academic honours? Why should academic honours students have to drop their standards to those of people who are happy to scrape by?
We can evaluate group work but we don’t have to get caught up on grading it. The ability to work in a group is a really useful skill. It’s heavily used in my industry and I support it being used as part of teaching but we are working against most of the things we know about the construction of useful groups by assigning grades for knowledge and skill elements that are strongly linked into the group work competency.
Look at how teams work. Encourage them to work together. Provide escape valves, real tasks, things so complex that it’s a rare person who could do it by themselves. Evaluate people, provide feedback, build those teams.
I keep coming back to the same point. So many students dislike group work, we must be doing something wrong because, later in life, many of them start to enjoy it. Random groups? They’re still there. Tight deadlines? Complex tasks? Insufficient instructions? They’re all still there. What matters to people is being treated fairly, being recognised and respected, and having the freedom to act in a way to make a contribution. Administrative oversight, hierarchical relationships and arbitrary assessment sap the will, undermine morale and impair creativity.
If your group task can be decomposed badly, it most likely will be. If it’s a small enough task that one keen person could do it, one keen person probably will because the others won’t have enough of a task to do and, unless they’re all highly motivated, it won’t be done. If a group of people who don’t know each other also don’t have a reason to talk to each other? They won’t. They might show up in the same place if you can trigger a bribe reaction with marks but they won’t actually work together that well.
The will to work together has to be fostered. It has to be genuine. That’s how good things get done by teams.
Valuable tasks make up for poor motivation. Working with a group helps to practise and develop your time management. Combine this with a feeling of achievement and there’s some powerful intrinsic motivation there.
And that’s the fuel that gets complex tasks done.