Student Groups: Issues for Teaching and Learning

Revised November 1999


UTS academic staff are increasingly using student group work as a teaching and learning strategy. Graduates' CEQ responses suggest that group work has both positive and negative impacts on students' experiences. Many graduates valued learning in groups and commented that they had learned important teamwork skills. However, many were critical if they perceived that too great an emphasis was placed on group work, particularly in assessment. From discussions with the UTS Student Association, Student Services and academics we have identified a number of concerns regarding group work at UTS. These concerns include:

**	poor internal group dynamics;
*	exclusion or marginalisation of individual group members;
*	inappropriate tasks or assessment criteria for the subject or the range of students;
*	less than desired levels of academic support or intervention;
*	assessment of group work where there is no acknowledgment of differences in individual contributions;
*	excessive amounts of group work compared with individual work in a course.

Group work is undertaken in a variety of ways at UTS. Students work in groups for a variety of pedagogical reasons, and on a variety of short term and long term projects. In all cases it is important that both the final product of the group work and the processes of working in a group be valued in assessment procedures. Assessment requirements often become the students' focus in a course (Ramsden, 1992) and this is often an area that requires careful preparation if the group learning context is to work well.

This guide addresses these concerns by focusing on the qualities of good group work where attention is given to the development of group learning processes, assessment takes account of group and individual efforts, and high quality learning takes place in diverse groups.

Why do group work?

The increase in group learning has been encouraged in part by a greater demand by employers for graduates who possess a broader range of skills and who are able to communicate effectively beyond their discipline base (Boud, Cohen & Sampson, 1999). Group work is a learning strategy that can encourage quality learning:

**	through greater student autonomy;
*	through collaboration with peers;
*	through an increased opportunity to engage with new or different ideas;
*	by allowing students to challenge assumptions;
*	by creating a 'safe' environment where students can test new ideas;
*	by providing students with the opportunity to critique their own understanding and receive feedback from peers;
*	by allowing students to take responsibility for identifying their own, and the groups', learning needs.

No matter how groups are formed they often contain students with a diversity of experiences, backgrounds, prior knowledge and skills. Academics may need to help students to learn how to value this diversity. Students need to be encouraged to identify the range of experiences and backgrounds, ways of working, and subject experiences amongst group members and identify the different attributes and skills that each individual can bring to the entire group's effort. This usually means that the teacher needs to allow sufficient class time for forming groups, developing group cohesion and maintaining group functioning as the project proceeds.

While it is desirable for all university graduates to be able to work as part of a diverse group, we note that it is not necessary for all learning groups to always have a mixture of students from vastly different backgrounds. Just as there are good reasons for diverse groups, there are good reasons, at times, to have groups comprising students from a common social minority or disciplinary group.

In the following sections we have described a range of student concerns with group work in the left margin, and addressed the problem with a set of questions and responses. The responses may help you develop a group work structure that is appropriate for your subject or discipline.

Setting Up Group Work

A well thought through design for group work, clear discussion of learning objectives and ways of working effectively, and good ongoing support from academics can alleviate many of the problems, including those related to assessment.

Students sometimes don't see the reason for group work	What do you want to achieve using by groups? Students need to be clear about what they are expected to learn from group work and why group work is relevant to the learning objectives for the subject. This means that you need to be clear about how group work relates to students' achievement of learning outcomes which wouldn't usually be achieved individually. For example:  Group work can develop generic attributes such as ability to work in a team, communication, negotiation, project management, conflict resolution or problem solving, all of which are valued by employers;  Group work can allow students to gain experience in projects that are too large for a single student to complete but may be closer in size and scope to "real world" projects;  Group work can encourage students to learn from the different perspectives that others bring to the group.;  Group work can emphasise students' autonomy and their capacity to assess their own work and that of others;   Group work can allow greater flexibility for students - for example individual students could work on different task components. For academics, group work can reduce the amount of individual student work that needs marking and feedback. But it is not an all-purpose solution to the problem of increased workloads. Group work should be justifiable in relation to the learning objectives of the subject. The overall balance of assessed group work compared with individual work in a course also needs to be considered. The ability to work as part of a team is only one of the graduate attributes that students should develop. It is highly desirable to map students' experience of different kinds of learning activities and assessment across each semester of a course and the course as a whole, and to consider where group work is most appropriately placed.
The type and nature of group work activities can be problematic	How appropriate is the intended task for group work? Sometimes students can feel frustrated by the nature of the group work tasks. This is especially so when the task can be done as effectively (or more effectively) by an individual, or when the task is perceived to rely heavily on the resources of some students and marginalise others. Students are more likely to work well on a group work task if they can see that co-operation is required for successful completion of the task and that they will learn something valuable from contributing. Teachers need to ensure that tasks are designed to enable all students to contribute effectively, perhaps through undertaking different roles or subtasks. It is also important that all students perceive that they can contribute. Sometimes students will not be aware of what they can contribute to the range of skills and knowledge that the task requires. Allowing class time for teams to explore and define their team and task skills can assist in overcoming this. If students are expected to learn group skills as well as completing the project, then it is important that they know this and that there are explicit assessment criteria related to group work processes.
Students are often unhappy about the way that groups are formed   Different sorts of group projects will require different methods to establish effective learning groups	How are your groups set up? Possibly the most critical phase of group work management is group formation. There is no single best way of doing this. Different methods may be suggested by the scope and purpose of the group project and the nature of the students. If the project is small, a random allocation of students may be possible or students may be allowed to choose their own groups. If the project or group size is larger or one of the aims is to develop students' capacity to work as part of a diverse team, then more care must be taken to ensure that all students are placed within groups which have the collective ability to achieve the project's learning aims. It is important to consider the best size for the group in relation to the task and the students. The larger the group, the more difficult it can be for students to work effectively together. Groups of two or three tend to be better for less experienced students and for shorter tasks, whereas groups of 4-6 may be appropriate for later year students working on a larger scale project over the whole semester. Possible methods of group formation include: * Random allocation using class lists, coloured cards, numbering systems and so on; * Stratified random allocation, where students are divided into categories (eg from different disciplines or cultural backgrounds) then groups are formed by randomly selecting members from each category. * Helping students form comfortable social or interest groups, based on "common interest" icebreakers or similar; * Defining the different roles which will be needed for the group task and selecting students for groups based on role preference. In some circumstances it is useful to suggest defined roles for group members to assume for the duration of the project, and in other circumstances to actively encourage rotation of the roles; * Forming groups of students wishing to investigate the same topic; * Forming groups based on common meeting time or geographical location; * Where possible, groups for large projects should be formed of students with a range of complementary skills and backgrounds. A group consisting of only "project managers" is as problematic as a group of "spokespeople". This means that you and the students need to be aware of individuals' strengths and preferences. There are a number of ways of doing this and more information can be found in some of the references listed at the end of this guide. * If possible, try to avoid groups where all students except one belong to the same social or other sub-group. How do you help groups to get started? Some of the issues to consider after forming the groups are: * Groups should be helped to get started. Devote adequate class time for groups to form and for group members to introduce each other and negotiate expectations, roles, meeting times and frequencies etc. * "Ice breaking" activities are a good way to ensure that groups get off to a good start. It's particularly useful to use icebreakers that encourage students to identify each others' strengths or other characteristics relevant to group work and the task. * Include discussions about group participation and contributions in the project brief or task description.

Maintaining and Assisting Groups

The role that the lecturer plays is critical to the success of group work. Typical roles include helping groups identify and resolve internal group problems, and demonstrating an interest in the progress and learning achievement of the groups. The lecturer can shift between several roles and be group creator, mediator, organiser, facilitator, coach, mentor or adviser. The teacher is also responsible for dealing with issues of inequity, acknowledging the submission of work, and overseeing the provision of grades and feedback. These roles will vary according to the purpose and functioning of the group work.

Students often complain that once a group is set up the lecturer no longer takes an interest in their learning or the way that the group functions

How do you monitor group processes? Who takes the initiative? Students working in groups should have regular access to the lecturer built into the time allocated to their project. This will help you to become aware of how each group is working and be able to identify problems early. Many of the problems with "difficult" groups or students can be reduced if detected and discussed early in the project, but students can sometimes be reluctant to reveal these. Students need to be clear about what they should do and who can help if they are having a problem in their group. It can help to have some designated group consultation times and to define these in the subject or project outline, as well as giving class time to group activities. If you use Topclass or a similar system it can be useful to have a discussion folders for asking group work questions. To monitor group progress and emphasise the importance of 'group process' as well as 'product' you could:  - allow some formal class time for groups to work on their project and/or discuss how their group is working. If little or no class time is given for group maintenance during semester, students may perceive that the group process is not particularly important. Also, allowing class time allows you to pick up on teams which might not be working so well or where team members are not turning up or contributing.  - have progress reports presented verbally or submitted on paper at least twice during the life of the group work and give interim feedback, in class or afterwards.  - get the groups to define individual areas of responsibility for members and report on these early.  - encourage groups to report their understanding of the objectives of the work- both in respect of their own 'topic' and the wider purpose in the subject. Later, at about the midpoint of the project there is potential for problems to have arisen and need to be addressed. These can include political alliances within the groups, members not contributing input as expected etc. How can academics help groups which are not working well? Most groups will work quite well with very little intervention if clear roles and criteria have been established. However, there are always some situations where groups can experience problems. Some students inevitably become ill or have problems in their lives, some do not contribute equitably or harmoniously to the group, and some group members simply fail to maintain communication. The usual result is that the group task begins to suffer and the group members who are contributing feel frustrated and resentful. The easiest way to help such groups is to simply meet with the group. It is NOT acceptable to leave the group to 'work it out' especially if the group work/ project is the main assessable component of the subject. You might need to help the group members to review how they think the group is functioning, to help the group redefine the group objectives and task criteria, to identify if the group has a clear understanding of relationship between product and process, or to help the group review individual tasks or roles. Sometimes it may be helpful to get each group member to identify in writing the problems they perceive. Students could focus on questions such as: "What is the main problem in this group?", "What could be done about it?", "What is your most immediate concern?", "What messages would you like to send to the group?". Working with students in this way helps them to clarify their groups' need and offer possible solutions. You could then discuss the results with the group and negotiate a way of working to achieve the groups' learning goals. If one group member really has disappeared or failed to make an important contribution, you may need to help the remaining group members to negotiate an acceptable task alternative.

Assessing Group Work

The assessment of group work raises complex issues. Ultimately, students gain individual degrees and both academics and students need to be confident that that these degrees have been earned fairly. Students are used to having their individual achievements recognised and rewarded and find the notion of 'sharing' grades problematic. Large projects, where the project outcome is the group's main assessable component, seem to cause the most anxiety. The assessment process for any kind of group work needs to be transparent and clear. Students also need to see the value of working as part of a team which means that group working processes as well as group products need to be rewarded.

Individual effort and achievement also need to be identified and rewarded. The development of clear assessment criteria, clear group working process and a combination of self, peer and teacher assessment strategies can be helpful.

Students often feel that the individual's contribution to the group is not recognised in a group work situation	How do teachers gauge the quality of student learning? Criteria for assessing group work need to consider the focus of the work: Are generic skills to be assessed? Which ones? How does the group work develop these skills? How are these skills related to the project? How does the group, or individuals, demonstrate these skills? Is the focus of the group work related to a specific outcome (such as a computer program, interior design project, market research survey, etc.)?
Students sometimes feel 'cheated' if other students control the grade allocations	The UTS assessment policy states that students' work should be assessed against stated criteria which are related to the objectives of the subject. These criteria and the associated assessment tasks must be provided to students in writing, no later than the end of week three of semester. Identification of criteria for assessing both the group working process and the group project is essential. Students also need to know the balance between group and individual assessment. Identify with your students the relationship between the group processes and the outcomes you desire. A combination of teacher and student developed criteria can work well in a group work environment. Often the individual and the group are the best placed to comment on the contribution of each individual and the inclusion of self and peer assessment of contributions to the group and the task can be used. Who determines the grade? To what extent are the students' rewarded for their personal contribution and quality of learning? In group projects there is a delicate balance between the quality of an individual's learning and the groups' learning. An assumption often made is that it is reasonable to give a single grade to the product of the group work. However, the most common student complaint is that students who do not contribute equitably receive the same grade as students who 'do all the work'. The grades given for group work should be closely related to the established criteria and there should be a process for acknowledging contributions made by each member of the group. There are several strategies that can be used to recognise individual contributions to a group project. Effective use of these strategies may help reduce the inequity found with 'freeloaders'. For instance: * Groups can record each member's contribution on a weekly basis, provided there is recognition of the value of different roles and types of contributions; * Individual students can keep a diary or log of their own contributions; * Other groups in the same class can critique the outcomes or processes; * An analysis of the group learning and/or individual learning can be included in interim and final presentations; * Individuals can submit their rough notes and draft materials as appendices to the group project; * Individuals can identify the sub-sections of a report or project that they have prepared; * Individuals can submit reflections on their own learning and contributions along with the group project; * Individuals can complete confidential self and peer assessments of their own and other team members' contributions to different aspects of the task; * Some test or exam questions may be designed to draw on what students have learned from the project.  The outcomes of any of these methods can be used to moderate group marks for individuals, provided the process for doing this is made clear to the students at the beginning of the task. Whatever method you choose should be appropriate for the group task and must be clearly documented.
Students perceive that their learning is valued if there is regular and informative feedback given on their work	Who gives feedback and when? Giving good quality feedback on assessment tasks is critical, as feedback helps students to know how they're going and enables them to understand the relation between the quality of their work and the assessment criteria. Feedback on group work tasks is just as important. It is useful to build in interim feedback points for large or extended group projects. Requiring groups to give brief presentations in class, hand in one-page outlines of their progress or plans or submit different components of the task in stages can all be useful. Students involved in group work could reasonably expect to get some feedback on the quality of the groups' working and submitted project, and should also receive some feedback on the quality of their individual contribution. The design of the assessment task may suggest different forms of feedback. For instance, another group may comment on the quality of the project, the teacher may comment on the relations that have been observed in the groups' working, group members may provide feedback on an individual's contribution, and the individual may provide a critical self appraisal. There are several variations possible given the wide range of criteria and experiences available in group work situations. It is critical however that students are given good quality timely feedback of some kind on at least some of their work.

Forms of support for group work

Assessing group work, and developing group work environments that enhance the quality of student learning require careful planning. Assessment processes for group work are significantly different from more traditional, individual forms of assessment. Help for the development of group assessment strategies in your discipline can be found by discussing your group learning and assessment strategies with others in your department/school who are already using group work, by consulting with your faculty's IML liaison person, by evaluating your use of group work in an ongoing manner and discussing it with your students and by becoming familiar with the literature on group work and assessment.

Contacts and Bibliography

Colleagues - for advice on how group work is implemented in your faculty and other faculties.
Institute for Interactive Media and Learning - for advice on the use of group work, group work assessment strategies and evaluating group work in your subject.
Student Services - for assisting students resolve serious personal issues that may affect group work.
ELSSA - for assisting students with contextual language fluency.
Student Association - for students who are having serious academic difficulties associated with group work.

A resource package on group work is available for borrowing from the IML (Building 1, Level 27 - phone x1669 or email Enza.Mirabella@uts.edu.au) containing the following articles:

Bard, T. (1996). Cooperative Activities in Interactive Distance Learning. Journal of Education for Library and Information Science. 37:1, 2-10.
Boud, D., Cohen, R. & Sampson, J. (in press). Peer Learning and Assessment. Assessment and Evaluation in Higher Education.
Conway, R.. (1993). Peer Assessment of an Individual's Contribution to a Group Work Project. Assessment and Evaluation in Higher Education. 18:1, 45-56.
Freeman, M. (1995). Peer Assessment by Groups of Group Work. Assessment and Evaluation in Higher Education. 20:3, 289-300.
Goldfinch, J. (1994). Further Developments in Peer Assessment of Group Projects. Assessment and Evaluation in Higher Education. 19:1, 29-35.
Goldfinch, J. & Raeside, R.. (1990). Development of a Peer Assessment Technique for Obtaining Individual Marks on a Group Project. Assessment and Evaluation in Higher Education. 15:3, 21-31.
Goldfinch, J., Laybourne, P., Macleod, L. and Stewart, S. (1999) Improving groupworking skills in undergraduates through employer involvement. Assessment and Evaluation in Higher Education, 24 (1), 41-50.
Lejk, M. (1996). A survey of Methods of Deriving Individual Grades from Group Assessments. Assessment and Evaluation in Higher Education. 21:3, 267-280.
Lejk, M., Wyvill, M. & Farrow, S. (1999) Group assessment in Systems Analysis and Design: a comparison of the performance of streamed and mixed ability groups. Assessment and Evaluation in Higher Education, 24 (1), 5-14.
McMillon, H, (1994). Small Groups: An Instructional Approach to Learning. Research and Teaching in Developmental Education. 10:2, 71-80.
Nicol, D. (1994). Case Study: Improving Laboratory Learning through Group Working and Structured Reflection and Discussion. Education and Training Technology International 31:4, 302-310.
Rafiq, Y. & Fullerton, H. (1996). Peer Assessment of Group Projects in Civil Engineering. Assessment and Evaluation in Higher Education. 21:1, 69-81.