Learners who have completed group work evaluate the overall performance of the group and each member’s contributions. Best practices include using guided questions or a rubric and allowing group members to reflect individually before sharing their perspectives publically.
| Individual/Group Activity | Group |
| Class Size | Small (<25) & Medium (25-50) |
| Bloom’s Taxonomy Level | Understand |
| Development Initial | Transitional Knowing |
| Minimum Time to Facilitate | 16 – 30 Minutes |
| Minimum Time to Debrief | < 15 Minutes |
| PDFs | Here |
Additional Resources
Willis, S. C., Jones, A., Bundy, C., Burdett, K., Whitehouse, C. R., & O’neill, P. A. (2002). Small-group work and assessment in a PBL curriculum: a qualitative and quantitative evaluation of student perceptions of the process of working in small groups and its assessment. Medical Teacher, 24(5), 495-501: https://www.tandfonline.com/doi/abs/10.1080/0142159021000012531?casa_token=MXRL9MqPZPoAAAAA:pAnFk44U_loyCg5Xs8Wgn99cdzv3jRdKiTNwHgEd5eCAslHrqfycJf6g7Tw3a5r1I496u-xYSE8
Gueldenzoph, L. E., & May, G. L. (2002). Collaborative peer evaluation: Best practices for group member assessments. Business Communication Quarterly, 65(1), 9-20: https://journals.sagepub.com/doi/abs/10.1177/108056990206500102?casa_token=gktg08xhEhcAAAAA:mz4B8c70xHewO5giDWKpYiMxE5WEJVzcg1sRzY2bTpGmyp8NwPUd0SYlZj_6DkfJTVXWLYoa46A
Freeman, M. (1995). Peer assessment by groups of group work. Assessment & Evaluation in Higher Education, 20(3), 289-300: https://www.tandfonline.com/doi/abs/10.1080/0260293950200305