Group assessments

Small groups are likely to be more cohesive and cooperative than larger groups. Three or four people is optimal for most academic group work purposes. 

If you are allowed to choose your group size and members, first decide what the optimal sized group is for the assessment task. You may find that pairs work best, or that a group of four is required. Often, you may not be able to choose the size of your group, and it’s also possible you may be allocated a group without being able to choose members. 

Generally, workload should be allocated so that equal amounts of work are required of each group member. For example, one person may have the smallest amount of writing to complete, so they may wish to be the person who keeps the group organised and on track. It is important to record everyone’s allocated work somewhere. 

Consideration can also be given to members’ different skill sets. For example, someone with English as an additional language may not wish to proofread and edit the final submission, but they may be good at finding sources during the research stage. Ideally, every group member will feel that they have contributed meaningfully to the creation of the assessment task. It is also important that everyone aims to contribute equally. 

In addition to the fair allocation of tasks, everyone in your group should have a semi-formal role. This ensures everyone feels like they are contributing in a meaningful way, and that these important roles don’t all go to the hardest-working group member. 

We recommend these roles: 

• Group leader: suggests tasks, leads meetings, liaises with the lecturer to clarify expectations and ensures deadlines are met. 
• Administrator: organises meeting times, requests for everyone to attend, keeps a record of discussions and action items agreed to. 
• Research assistant: takes the burden of work associated with doing the initial research, may also coordinate the draft of the whole piece with input from the others. It is generally best if one person pulls the work together, so style and formatting are consistent. 
• Editor: oversees final editing and proofreading of work prior to submission. Should be competent in academic writing and arranging sources to support the points being made. Should ideally be the person most competent in writing in English. 

Other roles may well be needed, for example: someone well-versed in statistical and data analysis; someone skilled in finding resources in the library via databases; or someone good at recording and editing videos. 

Every member of the group should be clear about their obligations at the outset of a task and be willing to undertake their part in the project. Ensure everyone agrees to this in the first meeting. 

Once you have collectively set these roles, formalise them by recording them, along with your meeting schedule. Think of these roles as part of your team’s strategy to work together. You may be required to record these roles and tasks as a team contract or agreement which is submitted as the first step of the task. 

Communicating accurately, and in a timely manner, is central to a successful group work experience. Use the following steps as a guide for all group members: 

• Meet early in the process: The earlier your team is organised, the easier work becomes. 
• Record your planning: Make sure that all discussions and tasks agreed to are saved somewhere that everyone can access. 
• Record your discussions: Meetings, chats, and emails should all be kept so that all team members are included in the discussion. This is important if anything goes wrong, such as someone in the group stops replying to messages. Lecturers can then see evidence that your group has tried to communicate. 
• Communicate in a timely manner: Your fellow group members will not want you to message them many times every day. They will also not want you to stop communicating completely. It is better to keep in touch with each other, especially if things are not going well. A group would rather know you are struggling than you stopping communication entirely. And a group would rather be given time to work on things at their own pace than have you hound them to complete their work to your schedule. 
• Communicate formally: This means that all communication is in full sentences and provides all the information the receiver/s of your messages need. This includes when communicating with staff members, not just your group members. Nobody should be unclear of what is needed during any stage of the group work. 
• Be respectful, encouraging, and supportive: Your group will be more successful if everyone feels included and valued, especially if things are not going to plan.