CEE TEL Design Assessment & Feedback Assessing Group Work
Assessing group work online
- 69蹤獲
- JCU Global Experience
- International Students
- Open Day
- How to apply
- Pathways to university
- Virtual Open Day
- Living on Campus
- Courses
- Publications
- Scholarships
- Parents and Partners
- JCU Heroes Programs
- Aboriginal and Torres Strait Islander in Marine Science
- Elite Athletes
- Defence
- AI@JCU
- Current Students
- New students
- JCU Orientation
- LearnJCU
- Placements
-
CEE
- Search
- About CEE
- Education Strategy
- Teaching@JCU Support
- Assessment@JCU
-
TEL Design
- About LearnJCU
-
Assessment & Feedback
- Artificial Intelligence
- Assessment Tools
- Assessing Group Work
- Assessment Case Studies
- Assessment Methods
- Enable or Disable Submission View
- Inline Marking
- Grade Centre Setup
- Group Assessment Tools
- Marking and Feedback
- Multiple Choice Questions
- One Question at a Time
- Peer Review
- Release Conditions
- Respondus Secure Online Exams
- Respondus FAQs
- Safe Assign
- Save Grade Centre Filtering
- Submission Receipts
- Test Response Download
- Test Settings
- Timezones
- Video Assessment
- Collaboration
- Communication
-
Content & Learning Resources
- Accessibility in LearnJCU
- Banners for Subjects
- Computations
- Content Management
- Create Studio
- Emojis in Ultra Docs
- Exemplars in LearnJCU
- H5P in LearnJCU
- Hypothesis
- Intro Videos
- Learning Sequence (PDF)
- LearnJCU Layouts (PDF)
- Digital Media Support
- LinkedIn Learning
- Mayer's 12 Principles of Multimedia (PDF)
- Media Resources
- Open and Licensed Resources
- Padlet in LearnJCU
- Panopto Video Capture
- PebblePad ePortfolios
- Progress Tracking
- Release Conditions
- Subject Site Setup
- Organisation & Structure
- Participation & Engagement
- The Learn Lowdown
- Endorsed technologies
- Data & Evaluation
- Student Success
-
Development & Recognition
- JCU L&T Conference
-
Professional Development
-
Grants & Awards
- JCU Learning & Teaching Innovation Grants
- JCU Sessional Teaching Awards
- JCU Inclusive Practice Awards
- JCU Inclusive and Accessible LearnJCU Site Awards
- JCU Citations for Sustained Commitment to Enhancing Diversity, Equity and Inclusion
- JCU Citations for Outstanding Contributions to Student Learning
- National Citations for Outstanding Contributions to Student Learning
- JCU DVC Education's Student Experience Award
- Showcasing Excellence
- Communities of Practice
- Unicare Centre and Unicampus Kids
- Graduation
- Off-Campus Students
- JCU Job Ready
- Safety and Wellbeing
- JCU Prizes
- Professional Experience Placement
- Employability Edge
- Art of Academic Writing
- Art of Academic Editing
- Careers and Employability
- Student Equity and Wellbeing
- Career Ready Plan
- Careers at JCU
- Partners and Community
- JCU-CSIRO Partnership
- Alumni
- About JCU
- Reputation and Experience
- Chancellery
- Governance
- Celebrating 50 Years
- Academy
- Indigenous Engagement
- Education Division
- Graduate Research School
- Research and Teaching
- Research Division
- Research and Innovation Services
- CASE
- College of Business, Law and Governance
- College of Healthcare Sciences
- College of Medicine and Dentistry
- College of Science and Engineering
- CPHMVS
- Anthropological Laboratory for Tropical Audiovisual Research (ALTAR)
- Anton Breinl Research Centre
- Agriculture Technology and Adoption Centre (AgTAC)
- Advanced Analytical Centre
- AMHHEC
- Aquaculture Solutions
- AusAsian Mental Health Research Group
- ARCSTA
- Area 61
- Lions Marine Research Trust
- Australian Tropical Herbarium
- Australian Quantum & Classical Transport Physics Group
- Boating and Diving
- Clinical Psychedelic Research Lab
- Centre for Tropical Biosecurity
- Centre for Tropical Bioinformatics and Molecular Biology
- CITBA
- CMT
- Centre for Disaster Solutions
- CSTFA
- Cyclone Testing Station
- The Centre for Disaster Studies
- Daintree Rainforest Observatory
- JCU Eduquarium
- JCU Turtle Health Research
- Language and Culture Research Centre
- MARF
- Orpheus
- TESS
- JCU Ideas Lab
- TARL
- eResearch
- Indigenous Education and Research Centre
- Estate
- Work Health and Safety
- Staff
- Discover Nature at JCU
- Cyber Security Hub
- Association of Australian University Secretaries
- Services and Resources Division
- Environmental Research Complex [ERC]
- Foundation for Australian Literary Studies
- Gender Equity Action and Research
- Give to JCU
- Indigenous Legal Needs Project
- Inherent Requirements
- IsoTropics Geochemistry Lab
- IT Services
- JCU Webinars
- JCU Events
- JCU Motorsports
- JCU Sport
- Library
- Mabo Decision: 30 years on
- Marine Geophysics Laboratory
- Office of the Vice Chancellor and President
- Outstanding Alumni
- Pharmacy Full Scope
- Planning for your future
- Policy
- PAHL
- Queensland Research Centre for Peripheral Vascular Disease
- Rapid Assessment Unit
- RDIM
- Researcher Development Portal
- Roderick Centre for Australian Literature and Creative Writing
- Contextual Science for Tropical Coastal Ecosystems
- State of the Tropics
- Strategic Procurement
- Student profiles
- SWIRLnet
- TREAD
- TropEco for Staff and Students
- TQ Maths Hub
- TUDLab
- VAVS Home
- WHOCC for Vector-borne & NTDs
- Media
- Copyright and Terms of Use
- Australian Institute of Tropical Health & Medicine
- Pay review
How to assess group work online
Since the ability to work well in a group process is an important graduate capability, it is important to assess both the quality of the final product and group process. The final product of a group process, such as an oral presentation or report, may reflect how well the group worked together.
For example, a cohesive group oral presentation will result from effective collaboration.
Criterion | Excellent 80-100% | Sound 65-79% | Satisfactory 50-64% | Unsatisfactory 0-49% |
---|---|---|---|---|
Group participation | Group members demonstrated a high level of collaboration. Transitions and content allocation between group members were well-planned and performed effectively. | Group members showed effective cooperation. Transitions and content allocation between group members shows evidence of planning. | Group members demonstrated sufficient contribution to the preparation and submission.. | Group membership behaviour was obstructive, unreliable and/or showed insufficient contribution to the preparation. |
However, often it is not obvious from the final product how well the group worked together. Students can evidence their achievement through:
Records of participation
Reflection on group work experience
- Example reflective template based on Gibbs reflective cycle (DOCX, 16 KB)
- Learning plan component to assessment task
Self and peer assessment of contributions
Both the individual component and group work can be assessed separately and combined to give an overall mark for the task. The following resources contain clearly written guidance and resources for group work that are applicable for an online context:
- (Cornell University)
- (Carnegie Mellon University)
- Example peer review question banks
- Peer assessment of contributions template (DOCX, 15 KB)
Rubrics
These example rubrics can be tailored to suit online group assessments.
- (Read, write, think)
Additional reading
- Pillay, J., Ally, F. and Govender, N. (2019, September). Exploring opportunities for embedding graduate attributes in a first-year undergraduate anatomy course for allied health students BMC Medical Education (19)329