This is the 9th post in a series titled ‘All Things Group Work’. The home page is here.
A lot of group member evaluations will seek to develop some or all of the graduate attributes of teamwork, communication, career readiness, self-awareness /emotional intelligence, as depicted in this illustration by Rebecca Smith from the University of Adelaide. In this series of posts, I present a range of variations of one of these central themes, rationalise why it may be of use, and suggest design strategies to maximise their use.
Self-awareness and emotional intelligence
‘The group member acted on constructive feedback’ – a natural progression from giving constructive feedback in the teamwork section is to act on it. This means that there must be an opportunity to do so baked into the design of the task, and it should be explicitly discussed when introducing students to the assessment. When negative constructive feedback is given during a task and acted on, the student is presented with a real-world experience of seeing how an iteration can affect the final outcome. Positive constructive feedback may encourage a strengthening of the same behaviour which may also benefit the overall outcome of the project.
I’m Paul Moss. I’m a learning designer at the University of Adelaide. Follow me on Twitter @edmerger or on LinkedIn
LEARNING DESIGN by Paul G Moss 