Assessing Student Learning: Group Projects

Challenges: 

What is the balance between group output and
individual student performance?

• What is the balance between product and process?
• How do I address real or perceived free rider program?

Assess Positive Interdependence: Process

• Discuss the criteria for assessing group process before hand. See AAC&U value rubrics. 
• Have each student keep a log of group process assessments.
• Collect process assessment at the end of each stage of the project.
• Make peer assessments confidential. 
• Have students complete culminating group process evaluation.
• Factor group process evaluations into the determination of individual grade.

Evidence

• Anson and Goodman (2014) found that interim formative peer assessments coupled with timely feedback fostered positive group processes.
• Sprague et al. (2019) supported the effectiveness of peer and self-evaluations to fairly assess students’ contributions to group work.

Advice

Please consider the following recommendations:
▪ Keep peer-evaluations confidential.
▪ Use a mix of quantitative and qualitative questions.
▪ Encourage students to include comments.

Solutions:

• Use positive interdependence and individual accountability as the frameworks for assessment.
• Plan assessment
  • Use student learning outcomes as the starting point.
  • Explain the purpose of the group assignment.
  • Make assessment criteria clear.