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And all shall have prizes?: Assessing Group Learning

And all shall have prizes?: Assessing Group Learning. Patrick Barlow, CATL April 15, 2011. At last the Dodo said, ‘ everybody  has won, and all must have prizes.’.

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And all shall have prizes?: Assessing Group Learning

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  1. And all shall have prizes?: Assessing Group Learning Patrick Barlow, CATL April 15, 2011

  2. At last the Dodo said, ‘everybody has won, and all must have prizes.’ Retrieved 4 11/2011 from http://ebooks.adelaide.edu.au/c/carroll/lewis/alice/index.html holder of a Creative Commons License. eBooks@Adelaide, The University of Adelaide Library, University of Adelaide, South Australia 5005

  3. Plan for today: • 2008 NSSE results on group work • Identification of some potential assessment challenges • Review of your current use of and satisfaction with group learning techniques • Review of some strategies/tools that may aid in assessment of group learning Assessing Group Learning

  4. 2008 NSSE Responses • First year students report lower frequency of IN-CLASS group projects than our system, Carnegie, and National comparison groups. Seniors are not meaningfully different. • First year and Senior students report higher frequency of OUT of CLASS group projects than all 3 comparison groups. • Seniors report a positive impact of UWL experience on ability to “work effectively with others” at levels above all 3 comparison groups.

  5. Identification of students’ pre-course level of the abilities/skills/knowledge you hope to impact in your course. • Identification of your focus of the assessment on the knowledge, skills, attitudes you hope to build through via your group work • Collection of information on group process and product (focus on both?, who provides the data?) • Use of assessment to help improve group techniques (formative) vs. assessment of end result of impact of technique (summative) • Getting the overall picture of impact from a series of groups vs focus on the exemplary/dysfunctional extremes Some Assessment Challenges

  6. How and why do you use group learning in your classes? • How do you currently assess group learning? • In what ways are you satisfied or dissatisfied with your current assessment strategies?   Current Use and Issues

  7. Group Learning Strategy: Small Group Discussion • Tool: Discussion Evaluation Form (Cerbin, 2010) completed by students • Delivery: Prior to use of discussion and few choice points in course • Group Learning Strategy: Ongoing Team Project • Tool: Teamwork Rubric (Jiles, Huba, et al, 2000) for students and/or instructor • Delivery: Before group begins work and ongoing monitoring • Group Learning Strategy: Peer Review of Writing • Peer Review Record (Phillips & Ahrenhoerster, 2009) • Delivery: Each peer review cycle Some Tools

  8. Indentify problems in group work and solutions: http://www.cmu.edu/teaching/solveproblem/step1-problem/index.html • (Check area for Group Skills and Dynamics) • Design of Group Learning Strategies: Collaborative Learning Techniques, Barkley, Cross, & Major (2005) available from CATL • Grading Issues: http://www.cmu.edu/teaching/assessment/assesslearning/groupWork.html Some Other Resources

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