I'll start by saying that I teach economics.
Regarding grading of group activities: Particularly early in a given
section of the course, I have the team simultaneously report on conceptual
and application type questions, all ungraded. I think the in-group
discussions are very good and most students try hard to understand and get
the right answer.
In the latter part of each section, I have graded assignments that require
short answers and explanations, often situations where there is not
necessarily a "right" answer or one "right" answer, so I stress that their
justification for their choice is most important. This is where they pull
together the material from the section, and often must make connections
between the current material and material from earlier in the semester.
In some cases, I have groups evaluate and grade the work of other groups
(and justify their grading) and I tell them that I will grade them on how
they grade. This can be tricky, but I think the students really learn a
lot from the experience.
Molly Espey
Applied Economics and Statistics
Clemson University
> I've read some material on the design and use of the group assignments
> (three S's, etc.), but I would sure like to have a better handle on the
> actual mechanics of reporting and evaluating the group decisions. The
> document "Designing Effective Group Activities: Lessons for Classroom
> Teaching and Faculty Development" by Michaelson, et al., takes the
> position
> that grading the GAs is not likely to be desireable for a number of
> reasons.
> They feel that the social pressure of inter-team discussion of the team
> decisions is likely to provide the greatest motivation for excellence.
>
> So after getting the simultaneous report of the decisions, I see that I
> must
> question the teams and facilitate discussion to bring out the reasoning
> behind the decisions.
>
> But do you require anything in writing from each team other than yes or
> no;
> A, B, or C, or whatever?
>
> Do you find that the open discussion provides enough motivation for
> excellence, or do you add something else?
>
> Lane
> ---
> Lane P. Lester, Ph.D.
> Biology Instructor
> Southwestern Community College
> Macon Campus, Franklin, NC
>
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