- Include course learning outcomes that focus on team skills (Maiden & Perry, 2011).
- Provide time in class to support the teamwork process such as team building, goal setting, conflict resolution, check-ins and mid-point evaluation and feedback (Deeter-Schmelz, Kennedy & Ramsey, 2002).
- Assess both team process and product, and monitor a team’s progress (Mamas, 2018).
- Include a peer evaluation on team dynamics, both during and at end of project (Jin, 2012). You may need to support students in peer evaluation through rubrics or other means. The longer teams work together the more they felt comfortable with peer evaluation (Scotland, 2016).
- Have an individual graded component such as individual portfolio or short paper (Mamas, 2018; Scotland, 2016).
- Include a graded self and team reflection component.
- Any well-conceived and explicit grading approach other than the ‘group identical grade’ will be well received by students (Maiden & Perry, 2011).
- Engaged students in conversation about teamwork and approaches (Maiden & Perry, 2011).
- Have teams create a team contract that include actions such as attendance, individual responsibilities, task management, and conflict resolution (Nelson, 2011; Nipp & Palenque, 2017).
- Provide rubrics that measure both team and individuals, and align these rubrics back to the intended learning outcomes (Nelson, 2011).
Cooper, K., Ashley, M., and Brownell, S. (2017). Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept. Journal of Microbiology and Biology Education. 18(2): 18.2.32.
The Individual and Team Performance Lab is a UCalgary-based lab led by Dr. Tom O'Neill, PhD. The online platform provides team assessments that are suitable for both professional and educational contexts, and include: team dynamics diagnostics, peer feedback and behavioural assessments.