After reading this article that claims students say, “No more group assignments—at least not until you figure out how to fairly grade each student’s individual contributions,” I thought I would share my process for grading group work. It’s fair, it’s been hugely successful, and it’s the most accurate way I’ve been able to determine who did what work on a group project. Most students love it, only a few have disliked it (usually the social loafers), and – in my opinion – it’s an important skill-building exercise. Here it is, for what it’s worth …
1. Group Mark: This is the usual group mark; the mark earned on a project, paper, presentation, etc. For example, let’s say a group of 4 members earned 16/20 on their presentation project. Their group mark is 16. Most often educators stop here, but I don’t think it tells enough of the story. So …
2. Total Group Points: Then they determined this by multiplying the group mark by the number of members in the group. Continuing with the example, the group mark of 16 is multiplied by the 4 group members giving us 64 Total Group Pts (4 x 16 = 64).
3. Prepare Fractions: Then on a piece of paper, I have the students write a fraction beside every group member’s name, leaving the numerator blank and using the same denominator as the group mark. For example:
- Stan = /20
- Susan = /20
- Joe = /20
- Tanya = /20
- Total Group Pts = 80
4. Group Negotiates Individual Marks: Then the group works out – on their own – who should get how many of the total group points. I ask them to review what went well and what didn’t, and have them use that information – on their own – to decide how to allocate their total group points. They cannot use more or less than the total number of group points they earned, some members may earn up to 105%, and it’s up to them to present their cases to their group mates as to why each member should get what they should get.
For example, lets say Stan was ‘the man’ and the group agrees their decent mark of 16/20 was largely due to him doing a great job on the most difficult tasks. They agree he should receive 105%, which would look like this:
- Stan = 21/20
- Susan = /20
- Joe = /20
- Tanya = /20
- Total Group Pts Left = 43 (64 – 21 = 43)
Then they move on to Joe, who – the groups agrees – did absolutely nothing in preparing for the presentation (Stan did Joe’s work), but a good job in the actual presentation. The group decides to give Joe 8/20, and we’re left with this:
- Stan = 21/20
- Susan = /20
- Joe = 8/20
- Tanya = /20
- Total Group Pts Left = 35 (43 – 8 = 35)
Finally, Susan says that she and Tanya contributed equally (which is mostly true), but Tanya adds that she was the one who spent a good 30 minutes proofreading everyone’s final work and fixing mistakes. With this, the group decides on the following marks and submits them to their instructor who records them as the individual grades for the group assignment:
- Stan = 21/20
- Susan = 16.5/20
- Joe = 8/20
- Tanya = 18.5/20
- Totals = 64/80
5. Teacher Records the Marks: The teacher, then, does the following things before recording the marks:
- Verifies the numbers add up, ensuring students aren’t trying to add a couple marks here and there (it happens more often than you think, and it always results in group members blaming bad math skills .. he he),
- Ensures that the group generally agrees with the collective decision/allotment, making sure no one was bullied, intimidated or guilted into taking a lower grade than they felt they rightfully deserved.
- Fields questions and assists with any negotiations that become heated, sometimes teaching (or coaching) a group how deliberate on the issue and how to present and listen to points-made calmly and rationally.
We all know that teachers are overworked, under-resourced, and on stage all the time. Just trying to ‘cover’ all of our prescribed curriculum while making it palatable for our students – let alone exciting – is ulcer-inducing on its own.
Then there’s the fact that we teachers often have to work with a clientele that doesn’t want to work with us, or with helicopter parents who have no problems telling you how you should be teaching and grading their son or daughter differently. Oh, I almost forgot the marking, calls home, attendance and late slips, coaching, and after-school time for extra-help and make-up assignments.
