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Biology for Life - Philosophy
Classroom Management and Assessment
Since so much of science is collaborative, built through
written communications and oral presentations, many
of the learning activities require students to work
in groups or present their work to peers. The group
activities designed for introductory students are
all cooperative in nature and highly structured, aiming
to expose students to fundamentals of cell biology
or foundational knowledge. They present students with
a well-defined task and ask them to interact with
one another in small groups using an established format
to achieve a common goal or product. The activities
targeted to more advanced students also incorporate
communication-oriented tasks, though ones which require
more independent work, such as writing review articles
after surveying a section of primary literature and
conducting peer review, or engaging in a mock symposium
or debate.
For many students and instructors, group learning in an academic setting may be new, and some may feel challenged. To alleviate some of the pressures associated with these activities and to provide students and faculty with structure, I have developed a set of assessment tools for collaborative, written, and oral work. Many of the tools are based on versions of classroom assessment techniques that have been developed, used, and tested by educators around the nation to obtain fair and comprehensive assessment of individuals and groups (Dancy, 2002; Kaleidoscope, 1991; Angelo, 1993). These tools provide guidelines for various forms of peer, self, and group assessment that maximize the benefit of group work and peer review.
Cell Biology for Life also strives to include a broad collection of student achievement targets and a variety of evaluation and assessment methods that are useful for both instructor and student. Although traditional methods of teaching address student acquisition of knowledge and skills, progressive teaching considers a wider variety of learning outcomes: higher-order thinking, the process of creating and developing products (papers, proposals, web pages), and overall student dispositions towards the discipline. Both the activities and the methods of evaluation and assessment follow recommendations put forth by the National Institute for Science Education (NISE), the National Academy of Sciences, and the Joint Committee on Standards (coalition of 16 institutions). This broader range of outcomes helps students identify the areas in which they are progressing, as well as those areas which need more work. Instructors can then use this information to adjust the curriculum to address specific needs. Sharing the results of these assessments with students teaches them that process and content are both important to the learning experience.
It is clear that group work experiences increase a student's ability to take another's perspective and to recognize and respect differing opinions and ideas. However, the benefits of this type of learning activity are balanced by the lack of guaranteed accountability of each member of the group. To promote the advantageous aspects of group work and build in accountability, I suggest using a combination of clear guidelines and a variety of peer, self, and group assessment worksheets which are described below.
Resources
Resource
One: Group Role Profiles
Resource one lists five group roles that promote successful
working relationships. By assuming these roles, students
learn to question reasoning, be aware of process,
work through conflict, prioritize goals, communicate
ideas clearly, and be respectful of differing views.
A few ideas are listed as suggestions for optimal
group work management. Having a clearly defined role
and method of communication will promote accountability
of all members of the group.
Many students may feel challenged by the task of dealing with group dynamics. Some students have reported that open-ended unsupervised group activities left them feeling abandoned by the instructor and unsure where to start or how to resolve dissent. Having groups assign roles for each member of the group may help to alleviate some of the pressures associated with group activities and to provide students with some structure.
Resource
Two: Group Work Self Assessment
Resource two is a self-assessment worksheet that encourages
students to consider their own performance in a small
group setting. The worksheet contains areas for quantitative
ratings for quick review by the instructor. The worksheet
also leaves room for qualitative statements that may
describe problems or difficulties that the student
encountered and suggestions for resolving those issues
in future group work settings.
Resource
Three: Group Work Peer Assessment
Resource three asks students to evaluate the contributions
of each member of the group. This resource also includes
a reflective piece that allows students and the instructor
to acknowledge where the group is successful and to
define ways in which the group process can be improved.
The worksheet will reveal experiences and perceptions that are common to all group members and highlight unique student experiences or perceptions. For example the members of one group may indicate that finding time outside of class was a challenge and the instructor may choose to add time in class in future sessions or to assign students to groups based on geographic proximity or class scheduling.
This worksheet also builds in accountability for each group member. If all group members note that one member is not executing a pre-assigned role, it would be hard for that one member to refute their claims. Some instructors may wish to consider allowing a group to "fire" a member. That individual must then "apply" to re-enter that group or join another by writing a contract that is satisfactory to the group.
Instructors may also build in accountability by using these assessments to calculate an individual student's grade. This grade can then stand alone or be combined with a group grade where some percent of the grade comes from individual work and the rest from the group work. Other instructors have developed elaborate mechanisms for weighting each student's contribution to the group project based on peer assessments. In this example, the total number of points for the group grade is multiplied by the weight ratio that reflects the amount of work done by the individual.
If peer assessments become a tool for grading rather
than a tool for monitoring process, students may be
dissuaded from being honest. On the other hand, if
assessments are not graded, students may feel that
the assessments are simply tedious tasks and not worth
doing. One way to encourage students to take assessments
seriously is to require assessments for completion
of a project. Completed assessments would not add
or subtract from a grade total, but would be necessary
components of a complete project.
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