Scaffolding the larger assessment, or breaking up the assessment into a number of smaller tasks, can help your students stay on track and avoid putting off the assessment until the last minute. Multiple checkpoints also allows you to more quickly and strategically intervene if a students are not pulling their weight.

When scaffolding, provide written instructions to your students that list:

1. The task (i.e., brainstorming, drafting, presenting, researching)
2. The expected product (i.e., presentation, wiki, research collection, calculation)
3. The method of “debriefing” or “reporting out” (i.e., sharing results, identifying pros/cons, discussing group ideas, noting consensus and diversity of ideas)

Allowing students to self-select groups can work well in a face-to-face class for short in-class activities, but for longer projects on online classes, where students may not know each other, you might consider using a defined strategy to determine group members:

You can also consider using your students’ attitudes toward group work as a mechanism to help you create groups. Offer a one-question survey determining their comfort level with group work and organize students in groups or pairs based on their attitude.

Depending on the type of assessment a group of students will complete, consider defining and assigning roles throughout a project. Roles can remain consistent throughout a project or change at various scaffolded checkpoints. Clearly defining the roles for students and providing detailed descriptions can help them better understand the part they are meant to play within a group. This can increase accountability and overall participation.

Allowing students to self-select groups can work well in a face-to-face class for short in-class activities, but for longer projects in online classes, you may prefer to provide more structure by assigning roles yourself.

For graduate courses or other higher-level courses, you may also consider asking the groups to define the roles themselves. This can be supported by giving groups a list of potential roles and asking them to decide on and delegate appropriate roles within their group.

Individuals and groups of students may struggle with group work if they are unsure of how feedback will be provided. If the assessment is scaffolded, you have more opportunities to provide students with immediate and unambiguous feedback on their group products and process. Setting aside time for yourself to regularly assess the groups and their progress will help create a higher quality learning experience.

• Throughout the assessment, actively engage and monitor groups. Check for understanding frequently and clarify instructions or confusion. If possible, visit with all groups regularly through a synchronous call, a regular email cadence, a text thread, or during office hours. Groups will need your guidance to facilitate, assist, mediate, intervene, and redirect them as needed. Planning to be present with them throughout the process is key.
• Frequently provide feedback to groups and individuals. Students will want to be assessed individually in order to protect their grade, but they will also want to hear how they can improve as a team member as well. Checking in with students individually and as a larger group can give them the feedback they need to be successful. Plan to check in regularly throughout their touchpoints.
• Allow students to give regular feedback. Ask students to complete surveys or rubrics assessing themselves and each other regularly throughout the duration of the project. Understanding where the pain points are in a group or project can help you identify resources and solutions for students.