Purpose of the Group policy
This policy was developed to layout The Cedar Grove Academy’s expectations for
the school’s assessment/ management of group work. Although this policy focuses
mainly on the use of group work in formal cumulative assessments, the principles
can also be used to guide other applications of group work to support students’
learning. This policy is in alignment with the principles of equality of opportunity
and inclusive practices for all learners, and should be read in conjunction with the
School’s handbook.
Group work definition
Group work is “work done by a group of people in collaboration. Group work is
widely recognised as providing students with valuable opportunities to enhance the
quality and depth of their learning, and promoting the development of recognisable
skills sought by employers.” The Cedar Grove Academy is committed to ensuring
all its students have the opportunity to engage in group work. As students progress
throughout various grade levels, they will experience group work as part of formal
summative assessment, but it can also be effectively engrafted in a range of other
teaching, learning and formative assessment activities.
STUDENTS’ PARTICIPATION IN THE ASSESSMENT OF GROUP
WORK
Objectives of the Assessment
The purpose or educational objective for assessed group work should be explained
in detail to the students in advance before participation, including an explanation of
how such activities will contribute to the intended learning outcomes of the topic
or module being taught. Students should receive a detailed outline of all the
objectives they are supposed to achieve from the assessment. A detailed rubric
should also be given to the groups to ensure that they are able to achieve the full
possible marks.
Assignment of Roles
Assigning roles in the groups creates a forum for students to showcase their
leadership skills; however, it should be made clear that the leaders of the groups
are not to complete the entire project themselves. Each member of the group
should be assigned a task. The groups should complete a detailed collaboration log
outlining what was assigned to each group member and what was done by each
group member.
Teacher Support
Adequate time must be given to the various groups to ensure that they are able to
meet in an effort to complete their planning. Teachers should accommodate group
meetings within their scheduled class time. During this time, the teacher should
ensure that they give feedback to the groups. Also, during this time, the teacher
should ensure that all the members of the group have a part to play in the group
and are doing so.
Grading Group-Work
Using the collaboration log, teachers should grade group work as follows,
1. No student should be disadvantaged through the use of assessed group work.
2. For students whom reasonable adjustments are required, teachers should
consider how various actions for such students may have an impact on
assessed group-based activities.
3. Students should be given ample advance notice of planned assessed group
activities to help them to seek advice about any concerns at an early stage.
For some students who have a genuine inability to work effectively with
others, it may be essential to consider unconventional customs of meeting
the learning outcomes in cases where, even with additional support, the
student is unable to interact appropriately with other students and contribute
to the group task. This should be treated with carefully, especially if it may
affect others. Alternative forms of assessment should ensure that learning
outcomes continue to be met, and might include additional individual written
work and/or presentations on a one‐to‐one basis with the teacher.
4. Procedures for students to be able to raise concerns with a teacher about a
group member/s involvement should be communicated to students before
their participation.