A 360 Group Work Reflection provides students with a rubric to rate themselves and their individual contributions to the group as well as the contributions of their group members. The students each fill out the rubric, addressing components of collaboration, such as staying focused and on-task, effort, and helping others. The students first self-assess on these components and then score the members of their group, adding additional comments on group memberâs contributions and comments.
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
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 studentsâ ratings of other students.
Have students review their teammatesâ 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.
How do you support students to appropriately frame feedback to peers?
How do you support students to effectively self-assess and assess the members of their groups?
How will you address students who are not taking the rubric seriously?