A student at some school is challenging a grade on a group project. The
three parts of the project, each done by a separate student, got A, B,
and C grades. The average was a B so all three students got a B. That
has started a discussion on how group projects should be handled. I
like this message, which says in part, "the process is as important, if
not more important, than the project itself" and lists a number of steps
that can make the process succeed.
Bill Vilberg
305-284-3949 (work); 786-218-3052 (cell); 305-255-9138 (home)
-----Original Message-----
From: Professional & Organization Development Network in Higher
Education [mailto:POD@listserv.nd.edu] On Behalf Of Louis Schmier
Sent: Thursday, June 02, 2005 9:25 AM
To: POD@listserv.nd.edu
Subject: Re: [POD] Group assignment grading
As a user of only community projects, one of the essentials to their
success is to keep on top of each student all the time. I do that with
individual daily student journaling where I can pick up on clues and
cues, periodic "how are things going" student community evaluations of
themselves and each other, student evaluations of their own contribution
as well as each other's for each specific project, similar mid-term
evaluations, and similar end-of-term evaluations. As everything in
education, the process is as important, if not more important, than the
project itself. It is more challenging, takes a lot more time and
effort, and requires a lot more engagement. It is insane to think that
you can assign something different without thinking and acting
differently. It is equally insane to think and act as if everyone is
the same, and that things will go smoothly, evenly, and perfectly.
Make it a good day.
--Louis--
Louis Schmier www.therandomthoughts.com
Department of History
www.halcyon.com/arborhts/louis.html
Valdosta State University
Valdosta, Georgia 31698 /\ /\ /\ /(229-333-5947) /^\\/ \/ \ /\/\__/\ \/ / \/ \___\/
/ \/ /\/ / //\/\/ /\__/_/_/\_\___\_/__ /\"If you want to climb
mountains,\ / _ / \ don't practice on
mole hills" -
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