Do you do group #assessments for your #highered courses? How do you deal with "free-riders" who don't engage with the rest of the group?
At the moment I'm thinking of
- having students include a statement of who has done what in their final product
- having a couple of sessions (beginning of term and mid-term) where each group presents a plan first and a short progress report later, which clearly states student contributions
- stress to the students that part of the idea for a group assessment is for them to organise and work in a group. I'm a bit torn on this one as it seems unfair to put the onus for those who don't engage on those who do... but hey that's what happens in real life...
Any other ideas?
Rachel Hayes-Harb discusses her approach to student collaboration and group assessment in the following webinar;
https://youtu.be/5ExuqTkNNuU
For the specific coverage of your questions, start from about 9.30 in
@johnntowse Thank you! Haven't yet had the time to go through this but looks very interesting!
@nicolaromano
When I had a group assessment on a final year option (a powerpoint based group presentation) I used a yellow and red card sanction system (football parallels) - group members could report individuals and, depending on what the group & individual said, people could get a yellow (warning) card which could be later rescinded or a red card issued.
System was v rarely deployed but it offered a mechanism to air grievances and its often the perception of consequences that is important