For the daily activity-evaluations of a group (continuous assessment), I
began to adapt the criteria and give scores that included fractions. For example, one group might receive on the
first day a "3" in each category: a
"3" for cooperation, a "3" for
communication, and a "3" for completion of task. Whereas, on the following days, I might note
scores of "3.3", "3.2" and a "3.5". This signalled to the students that they were
improving and encouraged them to continue to obtain more total group
participation and encourage more achievement from all members--while recognizing
that some improvement is taking place.
(Eventually, I could make long term evaluations for weekly efforts for
some groups.)
In any case, I did not expect students to immediately understand how
evaluate themselves and their groups.
So, usually, on the first few days of class each semester, I would try
to get new groups of students (from whatever nationality or tribe) to evaluate
their own small group activity that we were undertaking--for example: a group
discussion,. After the individuals and groups had finished their oral (and
written) portions of the discussion, I would hand out the classroom
(level-adapted-) rubric and then ask each group to determine which scores the
individuals would give themselves. I
would then share the scores I had decided to give the group that day. After repeating this procedures for a few
days, most students had gained a common understanding of the individual and
group behaviours that I and most of them expected for high-levels of performance on any group evaluation.
NOTE: Most importantly, for
almost all activities or projects I assign on a daily basis (a) a leader and
(b) a group secretary--often on a
rotating basis among members of a group over time-- so that I can receive a
written report about what the group has achieved (and how well the leader felt
the group was doing). Combined with my own
daily evaluation rubrics for each group, these "secretary"-written notes enable
me to give progress reports (or continual assessments) to individual students and groups throughout the term. This
continuous feedback motivates as many students as possible to be involved in
the project from start to finish . Moreover, notes from the secretary which clearly explain what different
students said or contributed is a great reference for later--end of semester
reports and evaluations in work- and holistic appraisals of performance..
Naturally, using a variety of rubrics for groups is important. On the
one hand, this is because not all students and not all evaluators see the
behaviours of a particular group in the same way that I do--and this is a good
thing. This is because we want students to obtain soft skills that are
applicable in a myriad of situations, places, times, and contexts. Remember, " [s]ome people go through
life with apparent ease while their peers with access to similar resources
struggle. Life skills such as critical and creative thinking, decision-making,
communication and interpersonal relations make a big difference to the success
a person achieves. Of all these skills, those that equip a person to fit into a
social structure are known as soft skills. (Stewart)" The importance of soft-skills is being conveyed
to the students through the continual usage of group evaluations and group
self-evaluations.
Category
4
3
2
1
Contributions
Provides
useful ideas when doing group work. A real leader who contributes a lot of
effort.
Usually
provides ideas in group work. A strong member who tries hard.
Sometimes
provides ideas in group work. A satisfactory group member who does what is
required.
Rarely
provides ideas to the group. May even refuse to participate.
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