Group Work Reflection and Self-Assessment

Discuss your expectations for what collaboration looks like with students. Ensure that your expectations match the components of the rubric, or alter the rubric to match your expectations.

Ensure that students understand every component of the rubric. Consider modeling what it looks like to meet the criteria, or not meet the criteria, in the rubric. This rubric includes the following:

• Making sure everyone in the group understands

• Making sure everyone has a chance to contribute by sharing their ideas

• Offering ideas

• Staying on-task and focused

• Putting in effort

• Completing work outside of class

Set clear expectations for the 1-5 scoring.

• If you currently use a different rating system (such as Marzano's levels), you may want to alter the rubric to match.

• It is important that students understand what each number means in regard to each component. Provide explicit criteria for each number.

Support students to practice using the rubric to self-assess and assess the members of their group. It is important that students understand how to appropriately assess and provide feedback to their peers. Support students to appropriately do so; provide feedback on the scorings.

Build student capacity utilizing the rubric. Eventually the rubric should be an independent tool for collaboration in the classroom.

Use the rubric whenever students are working in groups. Have students carefully reflect when completing the self-assessment. Review students’ ratings of other students.

Have students review their teammates’ ratings. Consider having them reflect or set goals based on this feedback.

Use the rubric frequently to support students to grow in their collaboration skills. Change the components of the rubric as necessary.