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 publicly.
Group Work Evaluations
| 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 |
Discipline-Specific Examples 
STEM (Science, Technology, Engineering, and Mathematics)
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Humanities
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Social Sciences
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Co-Curricular
(experiences outside of the formal classroom but contribute to student learning)
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Universal Design for Active Learning
Universal Design for Active Learning
UDL and active learning share a common goal: centering all students in the learning experience. When designing an activity, UDL‑informed instructors consider how the activity could be open to all students while preserving the core learning goal.
Timing & Pacing
Allow adequate time for thoughtful completion. Avoid treating this as a quick end-of-class task.
Social Interaction
Allow private, independent completion. Ensure evaluation guidelines focus solely on academic work and do not penalize social interaction styles or traits associated with disability.
Information Accessibility
Provide evaluation criteria and rubric in writing for reference throughout the assessment.
Ways to Participate/Express
Allow completion in writing or digitally using a structured form or rubric.
Online Adaptations
Coming Soon!
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
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