group assignment sample

Making Group Contracts

Working in groups can be both rewarding and challenging. When students write down and agree upon ground rules, expectations, roles, and responsibilities in the form of a contract or project charter, they can help keep one another on track and accountable. This teaching tip discusses four steps instructors can take to support students in creating group contracts. 

Explain what a group contract is and why you are asking groups to develop one

What is a group contract.

A group contract is a document that a group creates to formalize the expectations of group members. A group contract should contain the following:

• Group members’ names and contact information
• Expectations (ground rules) regarding preparation for and attendance at group meetings, frequency and duration of meetings, and communication. The contract should focus on behaviours that will be expected of all group members and should only include those behaviours that are crucial to the group's effectiveness.  Groups could aim for five-seven ground rules.
• Assignment of specific tasks, roles, and responsibilities along with due dates. The group can itemize the tasks to be completed for the project and provide a space for each group member to sign up for that task.
• Outline of the specific process for dealing with unmet expectations or other problems that might arise.
• An agreed-upon method for peer feedback during the project so that problems can be addressed before the project ends.
• A place for each group member to sign, indicating their agreement to the contract.
• A place for group members to sign once the project is completed to indicate whether or not they agree that all group members contributed as expected and, therefore, earn the group grade. 

Why use a group contract?

Explicitly discussing the benefits of group contracts will help establish good faith in the process among your students. So what are the benefits?

The benefits of small-group learning are well known — group work is associated with deeper learning, strong information retention, and the acquisition of valuable communication and teamwork skills (Oakley, Felder, Brent, & Elhaji, 2004).

On top of this, because group contracts allow students to take an active role in setting the tone for group interaction, group contracts can help "motivate ownership of learning" (Hesterman, 2016, p. 5). Writing group contracts can also:

• Help students identify expectations of one another, communicate those expectations, and practice articulating their expectations.
• Facilitate student reflection on their past experiences and communications practices, important transferable skills for future work and personal relationships. 
• Increase a sense of community in the class as students get to know and work with one another.

See  7 Reasons to Use Contracts in a PBL Classroom + Tips for Use  for more information.

Identify intended learning outcomes

Reflecting on the particular pedagogical benefits you would like to see your students reap through group work can help you establish guidelines for the creation of group contracts. For example, Oakley, Felder, Brent, and Elhaji (2004) advocate for group work where groups assign roles that rotate regularly among members in order to provide each student the opportunity to practice important teamwork skills. 

Some questions to consider before asking students to draft their contracts include:

• What kind of skills do you imagine students practice within their groups? What roles might students take on to practice them?
• How do you want students to divide the workload? If students choose to "divide and conquer" the work, will they achieve your intended learning outcomes?
• Which guidelines, course expectations, or rules are firm and need to be in place before students draft their contracts, and which concepts, issues, and decisions would they benefit from working through as they discuss and create their contracts?

Provide resources to guide students through the process

Give students resources for creating a first draft of their group contract, or draw on existing resources and templates to create a guide for your students to follow. These can include:

Creating the contract

• Working Effectively in Groups  [PDF] from the Waterloo Student Success Office

Group contract templates

• Team Contract Template  from the Eberly Centre, Carnegie Mellon University
• Team Charter  from the International Centre at Humber College (PDF)
• Group Work Contract (Activity)  from Portland State University (DOC)

Group contracts samples

• Sample Group Contract [PDF]  from the Teaching, Learning, and Technology Centre, UC Irvine
• University of Waterloo Sample Group Contract [DOC]  (also available below as an  Appendix )

Conflict resolution resources

• Resolving Conflict  from the UBC Learning Commons
• 8 Steps for Conflict Resolution , for the Office of Talent Management, University of Wisconsin-Madison

Give students time in class to write the contract

By dedicating class time to the creation of a group contract, you let students know that it is an important activity that merits time and attention. First, give students time to individually reflect on and write down what they like and do not like about working in a group. Prompt students to consider their past experiences working in a group. What went well? What didn’t go well? What contributed to the group’s success or problems? What are their strengths when it comes to working collaboratively, and what is something they would like to improve? Next, ask students to sit with their group members and share what they’ve written as a springboard to their discussion of ground rules and roles. 

• Hesterman, S. (2016). The digital handshake: A group contract for authentic elearning in higher education.  Journal of University Teaching and Learning Practice, 13 (3), 1-24. 
• Oakley, B., Felder, R. M., Brent, R., & Elhaji, I. (2004). Turning student groups into effective teams.  Journal of Student Centered Learning, 2 (1), 9-34. 

CTE teaching tips

• Teamwork Skills: Being an Effective Group Member
• Meeting Strategies for Group Work

Effective Communication: Barriers and Strategies

Appendix: University of Waterloo Sample Group Contract

Group behaviours expected of each member:.

• All group members will be punctual. Meetings will start five minutes after the agreed start time and everyone should be there and ready by then.
• We should attend all meetings unless there are unavoidable events such as illnesses.
• All group members will remain in the meeting until (a) all tasks for that meeting are completed, or (b) there is unanimous adjournment.
• Breaks will be decided by unanimous consent, and breaks will not exceed twenty minutes in length
• All group members will come to the meetings prepared by (a) reading the assigned material (as much as possible), and (b) coming with ideas pertaining to the tasks and decisions to be made.
• Tasks that group members agree to undertake should be completed to the agreed deadline. If it looks as though there will be a problem meeting a deadline, the person concerned should seek help from other members of the team in time to avoid a delay.
• There will be an assimilation period at the end of the session to evaluate group mechanics and ensure that all tasks have been completed adequately.
• Each group member has the right to point out whether any of these rules are being broken.

Behavioural

• The group will actively seek a consensus of opinion based on the opinions of every member.
• Each member will take turns listening as well as talking, and active listening will be a strategy for all group discussions.
• Sexist and racist remarks are not acceptable.
• Aggressive and dominating behaviour is not acceptable.
• Roles will be assigned prior to a meeting or, if this is not possible, at the beginning of a meeting. Roles will rotate each meeting.
• The leader will, at the beginning of a meeting, set sub-goals. These sub-goals will be presented to the group for a consensus of approval. The leader is also responsible for the presentation of the group material to the rest of the class.
• The secretary is responsible for taking in-session notes and preparing presentation materials from these notes.
• The timekeeper is responsible for keeping track of the time allotted to each discussion, and keeping the group aware of time remaining. The leader is responsible for deciding what to do when time is running out during a discussion.
• The devil's advocate will keep his/her mind open to problems, possibilities, and divergent or opposing ideas.

Methods for resolving an impasse:

Step 1:  The group members will isolate areas of disagreement, and the group will come to a consensus. If no consensus is reached, proceed to Step 2.

Step 2:  The leader will decide the relevance or importance of the dispute and may postpone the conflict if its relevance or importance is deemed questionable or minimal.

Step 3:  The leader will decide the amount of time for discussion or arbitration before calling a vote.

Step 4:  The leader will call a vote. If the vote is a stalemate, the leader makes a final decision.

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact.

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• Sample Contracts

FREE 10+ Group Assignment Contract Samples in PDF

Are you working with a group for a certain project in school or your organization? Working with a group can be burdensome for some, especially for people who prefer to work alone on a task or project, but if your work involves working with your peers, you can always expect to work with groups whether you like it or not. To avoid any clashes or frustrations with your group members that may put tension and unease with every member and make it hard to work efficiently, a group assignment contract is essential to help create an open and respectful environment for your members to work together comfortably and they can freely share their ideas and opinions without getting ostracized. The contract can also help you be more effective in your group work and even tolerate the fact that you’re dealing and working with people. Read the article to help you create a group assignment contract.

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What is a Group Assignment Contract?

A group assignment contract simply called a group agreement or group contract is a written document that a particular group makes to officialize the expectations of group members . The contract can increase productivity and a good working experience for every member since they already know their roles and the tasks they need to do and accomplish and at the same time, respect other members and their roles as well.

Details to Include in a Group Assignment Contract

Making a group assignment contract may vary to what type of group you have, what activities you’re assigned to do, what organization you belong to, and what terms and conditions you agree to comply with. However, the details below should be present in your contract to ensure that it is written well and it contains all important details for your group members to agree on and use as a basis on how they will function well in the group.

• All group members’ names and their contact information
• Expectations:  Also known as ground rules, these should be included to help members prepare themselves for the group work. You can include attendance, communication, meetings , behavior, tasks, and responsibilities to include in the ground rules. You can aim around five to seven ground rules.
• Assignment: This is now where you will assign specific tasks, roles , and responsibilities to every member that they are expected to follow and accomplish on a certain due date. If you’re not sure how to assign the tasks, you can itemize them first depending on which priority level they have and provide a space for each group member to volunteer to do the tasks.
• Problem resolution: Outline a specific process for dealing with unmet expectations or other concerns that might arise within the group. Make sure this process will deescalate the problem.
• Feedback: Provide a method on how each member will provide  peer feedback while working throughout the tasks or projects you are all working on so any concerns or problems will be addressed before you complete any responsibilities you have. You can also ask the group members to present progress reports to know any updates of each member that has completed or working on.
• Signature line:  Provide lines where each group member can sign indicating their agreement to the contract.

Why do groups need rules?

Groups need to have rules to avoid frustrations and misunderstandings by setting clear expectations of each other. They can be honest with what they want and expect to have and to do and they can also contribute their recommendations to enhance the group.

What are the benefits of creating a group contract?

There are a lot of benefits in forming groups, especially when they are tasked with working and learning together. The benefits are:

• It helps identify everyone’s expectations of one another and in return, they can communicate these expectations with each other.
• Increase a sense of community once they get to know and work with each other.
• It enhances deeper learning and strong information retention for members through teamwork.

What are some examples of group tasks?

Some examples of tasks that can be done by a group are:

• Ranking discussions
• Puzzle activities
• Project workgroup
• Group writing tasks

Once you’re done writing the contract, make sure to discuss it with your group members first before you finalize it. Welcome their questions and recommendations for the contract and write them down so you can revise them later. You must make sure that everyone is happy with the contents of the contract and nobody should feel that they are forced to agree on terms they didn’t give their approval freely. To help you get started making the contract, download our free sample templates above to use as your guide!

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Group Projects

Students should be engaged with each other on a regular basis. Group work is one way to ensure there is interaction among peers.

A host of technology tools makes collaborating much easier than one might think. Students may hold virtual meetings using tools such as Google Hangouts, WebEx, or Zoom. Google Docs, Sheets, and Slides allows shared access to documents.

As the instructor, make sure group activities are comprehensive enough that students see the benefit of working together. Consider incorporating a peer evaluation rubric to encourage equitable contributions by all group members.

Successful online group work depends on clear instructions, concrete deadlines, articulation of student roles, and thorough explanations of how activities will be graded. Use the template below to set up your group project. Fill-in-the blanks to help answer the questions you’ll need to know to create the prompt. Answering these questions ahead of time will help communicate to students what the expectations of the project are upfront and prevent confusion later. Replace the information in the right hand column with your own group project details.

Additional Resources

• Groups in Canvas (Canvas Instructor Guides). Explains how to set up groups in Canvas
• Making Group Contracts (University of Waterloo, Centre for Teaching Excellence). Contains an example of a group contract and multiple other resources for group work.

LX / Design a group assignment

Design a group assignment

This resource offers suggestions for designing group assignments which students will finding motivating. We’ll explore how to make the assignment meaningful, easily allocated into sub-tasks, relevant to learning outcomes and achievable.

One of the most crucial aspects of group work is the task set for the group. If students engage in their task, they will be more likely to be motivated to be an active participant in group work and develop new skills. Unfortunately, many students find their tasks to be inappropriate or too difficult for group work and thus lack motivation to work collectively on the assignment. In fact, many students view their assignments as little more than an individual assessment task applied to a group of students to reduce marking.

Develop a motivating group assignment

To develop a motivating group assignment, first you need to understand what students look for in a collaborative assessment task. Understanding students’ expectations is important because it allows you to see where your task can be aligned with their expectations. It also allows you to identify where alignment may not be possible. These differences can then be discussed with the students so they understand your reasons. Students will always work better when they understand why they are being assessed in a particular way.

There are four important factors which students look for in a group assignment.

1. A meaningful assignment

Students are not only motivated by the mark they will receive for their assignment. They are also motivated by the work they will produce.

Students often report that their most motivating group assignments are those which are “client-based”. These are assignments where the groups enact the role of consultant and work on an issue which has been identified by the client (in most instances, an organisation). Groups usually produce some form of written report (or in some disciplines a product) which is assessed by the lecturer. Occasionally, the client is also invited to assess the group’s output. Students are particularly motivated when they know that the client will be viewing and assessing the work.

Designing “client-based” group assignments are becoming increasingly popular in university settings. Many organisations are interested in participating in such projects because of the insights and perspectives generated by the project groups. Non-profit organisations, with their limited resources, are often keen to become clients and students are particularly motivated to help such organisations.

Some lecturers are even beginning to view the university as a client and are designing group assignments which address particular concerns faced by students and staff.

2. Easily allocated into sub-tasks

Student groups almost always divide up their task and allocate different sections to each member. Even if you do not want the assignment to be broken up, they probably will (or at least attempt to do so).

Students argue that this is the only strategy to use when they are members of 3 or 4 other groups. Unfortunately, most groups struggle when they attempt to divide up the task because it has not been designed to be broken up. It has been designed to be completed collectively. The rationale behind this strategy is that students learn group skills by closely working together on every aspect of the task.

While this strategy can be effective, it usually takes much longer than one semester for it to work. Furthermore, it usually requires that members work together full-time on the one task. With students working part-time, on more than one task, in more than one group, it is in many ways an unrealistic strategy. There is just not enough time for students to work together on every issue.

Knowing that students divide up their group task, many lecturers are beginning to devise group assignments with this in mind. In these assignments, each group member is required to do a piece of work. These individual pieces are then combined together to form a completed group product (there is usually an introduction and conclusion which the group write together to bring the individual sections together).

Students are motivated by these types of assignments because:

• they are less dependent on each other
• they don’t have to make joint decisions on each and every issue,
• there are fewer disagreements
• they have the opportunity to ‘shine’ as well as contribute to the group

Lecturers also benefit greatly from the task design due to:

• fewer complaints about free-riding (because each member’s work is identifiable)
• greater enthusiasm for group work
• less conflict in groups
• greater peer support

As with any innovation, there are of course critics to the approach. The main criticism is that students are not working in ‘fully fledged’ groups and, as such, fail to develop a broad range of skills. While this may be true, proponents argue that it is far better to learn some skills well than many at only a shallow level. This approach works on the rationale that students should not be expected to learn too many skills in a semester, but rather focus on a number of key skills (eg. coordination, peer support, accountability).

Proponents also argue that the notion of the fully fledged group rarely exists in industry and that their approach more accurately mirrors the “real world”. In many organisations, team members often work independently on individual pieces and bring them together to form the product (or the collection of group products). The aim of their approach is to reflect this style of team work and to teach students how to operate under such a system.

It is understandable that many group assignments must be collaborative and result in a single product. For these assignments, it is important to remember that students will try to split the task up. If the task can be logically divided, it may be advisable to help them do so – this will save the group valuable time. If the task cannot be broken apart, this should be clearly explained to students before they try to do so.

3. Relevant to learning outcomes

As mentioned earlier, many students are sceptical about collaborative assessment tasks and often view them merely as a way of reducing marking. For students to be motivated to participate in group assignments, they often need to see the tangible benefits of doing so. This is best achieved by designing group assignments which are closely aligned to the learning objectives of the subject.

When designing collaborative assignments, it is important to consider what knowledge, skills and abilities you want your students to learn through group work. While there will be a generic set applicable to most group assignments (eg. learning to communicate and cooperate with peers), there will also be a specific set which need to be geared to the assignment. For example, what type of interpersonal communication skills do you want your students to learn? Do you want them to learn to communicate face-to-face or also to learn computer mediated communication? If the latter is important, then establishing an “on-line” group task (eg. an on-line debate or discussion group) would be appropriate.

All too often, lectures design group assignments with little reference to the learning objectives and this can create confusion for students. For example, students often fail to see how requirements such as communicating “on-line” or making a group presentation are relevant to their learning outcomes. Whilst the objective may be clear to the lecturer, students often have little idea. It is therefore important that the objectives of the group assignment are  explicitly  made known to students. This is best achieved through a well structured subject outline that breaks down the group assignment into its sub-components and links each component to a key learning objective.

4. An achievable assignment

When designing an appropriate group assignment, it is also important to set a task which can realistically be achieved by students within the specified time frame. Whilst the task may be meaningful and challenging, it can become too time consuming and overwhelming for students. This is particularly the case when students are doing equally challenging group assignments in their other subjects. Students often complain that many of their difficulties arise from the multiple group assignments they are forced to do each semester and how many lecturers are either insensitive or oblivious to this fact. T

he unfortunate result is that students become disillusioned with their group assignments and tend to apply themselves less. This usually results in a decrease in learning, motivation and output quality and an increase in group related problems such as conflict and the withdrawal of effort. To help design a realistically achievable task, it may therefore be worth ‘standing back’ and viewing the group assignment from the student’s perspective.

Things to consider

• Invite the client to a class or classes throughout the semester
• Restrict students from contacting the clients whenever they choose
• Provide samples of work completed by groups in previous years.
• Discuss how groups, particularly those who have done well in previous years, have gone about completing their assignment
• If you are having difficulties finding a real client, design your group assignment around a mock client (eg. a hypothetical client or a client from a previous year)

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Example Group Assignments

• Divide students into teams, designating one student as a leader. Have the students apply course concepts to solving a problem and report back to the class. Other groups or students are encouraged to comment on the final solutions of other teams. 2  
• Students complete an assignment that will be assessed by their peers. This is an effective learning assessment tool when there are no right or wrong answers and when several methods can be used to solve a problem.  
• Students complete a draft of an essay or an oral report, then have peers critique and edit.  It’s valuable to have the assessment rubric available to use as an editing guide. 1
• Students read assigned material and come up with questions reflective of their reading. They can post their questions to a designated Blackboard discussion thread, and work on answering the questions individually or in groups. The instructor monitors, redirects, settles disputes, or adds comment to lead the discussion in a new direction or positively reinforce students.  
• Use the jigsaw for complex problem solving. First, separate students into expert groups. Each group is assigned a different piece of the concept to present to the class. In the expert group, the students work on ways to present their piece to the larger class so the class understands the concept. The students teach the class the concept. Assess learning through peer review or individual quizzes. This activity ensures individual responsibility while using collaborative learning. 1
• Students describe someone they admire in their field, contact and interview this person. The assignment is structured so the student learns how to make contacts and report back on their experiences. On a more simple level, students could network with other students in their class to practice networking and learn about what other experiences students are bringing to the class.  
• Wikis help streamline group projects by allowing students to collaborate seamlessly while providing the instructor with a digital footprint of each group member who contributed to the project.
• http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/CLChapter.pdf
• https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/group-work/group-work-classroom-types-small-groups
• http://www.uwlax.edu/catl/studentlearning/presentations/collaborativelearningtechniqueshandout.pdf
• https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/

University of Bridgeport News

7 Strategies for Taking Group Projects by Storm

It’s day one of the new semester, and you see it…staring ominously from the syllabus, it lurks in eager waiting…haunting unlit corners of your lecture hall, the beast inches closer every class until one day, it strikes — sinking its teeth in. No silver tokens or wooden stakes will save you now. It’s time for mandatory group projects.

For even the most scholarly students, the mere suggestion of a group project can send shivers down the spine. These projects plague the mind with many questions. What if I get stuck with someone who does nothing? Will communication break down into a chaotic mess of emojis? And, sometimes, above all else, why do I have to do this?

So, fellow Purple Knights, let’s turn that stress into success — equip yourself with these 7 strategies to help you make the most of group assignments.

1. Acknowledge your anxiety and self-assess

Let’s take a moment to commemorate the ghosts of group projects past. Remember that paper from history class? The one on the American Revolution? Your whole team was supposed to write it, yet your group dedicated more time to scrolling through TikTok than typing. Oh, and how about that PowerPoint presentation for your accounting class? You know, the one nobody pulled their weight on, shaving a few precious points off your final grade?

Although you should never begin a group project with the attitude that failure is inevitable, being honest with yourself about any anxiety you feel helps repurpose the stress of past projects into lessons with future applicability.

So, when you see a group assignment on your syllabus, don’t panic. Instead, ask yourself a few questions, such as:

• What were some issues I encountered during previous group projects?
• How could these issues have been avoided or addressed?
• Did I give the project my all and contribute to the best of my ability?
• What did I learn about the subject I was studying?
• What did I learn about working with a group?
• More specifically, what did I learn about how I work with others?

If this self-assessment only serves to raise more questions, consider talking to your instructor or visiting the Academic Success Center . Expressing your concern about group work, and consulting with supportive and experienced professionals, can help you kickstart your collaboration with confidence.

2. Assemble your A-Team

Now that your head is in the game, it’s time to assemble the A-Team! Whether your group is self-selected or pre-assigned, first things first — for a cohesive collaboration, every teammate must cooperate.

Think of it like building a boat. Each crewmate takes on a different, albeit pivotal, role to ensure the ship will stay afloat. While some people lay floor plans and foundations, others gather materials, create sails, or complete safety assessments. Although every team member has their own purview, everyone must cooperate to achieve a common goal. If one person drops the ball, the vessel might not be seaworthy. The same goes for your group project — without joint effort, your crew may flounder in the face of challenges.

To take the helm, create team roles with the project’s guidelines in mind. Weigh the academic expectations with the skills and strengths of your teammates. Does one partner have a head for facts and figures? Group Researcher , reporting for duty! How about the group member with an eye for design? PowerPoint Coordinator may be the perfect fit!

Scenario snapshot

You and your best friend want to be in the same group for an English presentation. They’re a stand-up pal and astute problem-solver, but they often slack off on assignments. Let’s turn procrastination into collaboration. How can you help establish a healthy group dynamic without boxing out your bestie? 

3. Planning is power

Collaborating on an assignment isn’t as simple as casting roles for each group member. You will also need a plan of attack outlining what must be done (and when).

During your initial group meeting, roll up your sleeves to brainstorm ideas and generate timelines for the different components of your project. To keep all the most vital information in an accessible location, utilize project management tools like Google Docs or Trello — providing a clear, shared resource teammates can refer to when working independently.

What would you do?

It’s been two weeks, and one of your group mates still hasn’t opened the shared document outlining their role and the project schedule. They were attentive when your team first met to discuss the presentation, but you’re concerned the assignment has fallen from their radar. How can you address your concerns?

At University of Bridgeport, your personal and professional success is our priority. Learn more about our comprehensive support services today!  

4. keep up communication.

Determining guidelines for group check-ins is essential to success. Whether you’re meeting in person or virtually, it’s critical to establish when, where, and how your team will update one another.

You may even consider setting parameters for your group pow-wows. How long should each check-in last? Should one teammate have the floor during each meeting, or will everyone provide updates? Agreeing on these expectations can facilitate smooth sailing ahead.

Your four-person biology group includes a pair of close friends. Each time your team meets to discuss the project, the duo brings little to the table, filling most of the hour with fits of giggly gossip.

The last group check-in was the biggest bust yet — extending an hour longer than the agreed-upon time due to constant distractions and derailments. The following afternoon, your third partner privately messaged you, expressing the same frustrations you’re feeling. How can you and your partner constructively address this issue with your other teammates?

5. Be fair and flexible…

When collaborating with classmates, it’s crucial to remember that   is difficult. With academic, personal, and professional demands competing for space, everybody has more than one ball in the air. If someone on your team needs an extension for their part of an assignment, show grace and understanding — most people are doing their best to meet all the expectations tossed their way, and a little leniency can go a long way.

6. …but remember to set boundaries

Flexibility may be paramount, but have you ever flexed too far? If you’re always happy to go with the flow, your willingness to bend could cause your group to break. If you and your teammates are always cleaning up after one partner, burnout will ensue — potentially leading to an underwhelming final project.

If you have a teammate who isn’t pulling their weight, it’s time to set boundaries and reiterate your group’s agreed-upon expectations. If you’re uncomfortable breaching the topic, consult with your professor. Even if they expect you to start the conversation on your own, they can offer support and strategies for addressing conflicts in your group. Moreover, communicating these concerns keeps your instructor in the loop about your team’s progress.

Last month, you were randomly assigned to group for your nursing project. You were pleasantly surprised by how well it was going — at least, at first. Over the past few weeks, one of your partners has missed every meeting due to a personal problem. While they didn’t disclose the specifics, they’ve missed three deadlines and have been completely incommunicado.

With the deadline quickly approaching, you and your other teammates are starting to sweat. What could you do to help your team overcome this challenge?

7. Celebrate success

Group projects are full of peaks and valleys alike. When you hit “submit” and the game is over, take some time to acknowledge your dedicated team. Collaborative assignments can present an invaluable opportunity to connect with classmates, learn from each other, and create something truly impressive.

While the anxiety of an impending group project can be overwhelming, don’t let it overshadow the fact that these ventures can be rewarding and, dare we say, enjoyable experiences. Furthermore, in our increasingly interconnected world, nurturing your collaborative aptitude provides you with a career-ready skill — sought after by employers across all industries.

At University of Bridgeport, #UBelong. Begin your UB journey today — learn more about becoming a Purple Knight !

Center for Teaching Innovation

Resource library.

• Establishing Community Agreements and Classroom Norms

Sample group work rubric

• Problem-Based Learning Clearinghouse of Activities, University of Delaware

Feel free to modify this sample rubric for assessing group work to meet your teaching needs.

Eberly Center

Teaching excellence & educational innovation, how can i assess group work.

All of the principles of assessment that apply to individual work apply to group work as well. Assessing group work has added challenges, however. 

First, depending on the objectives of the assignment, the instructor might want to assess the team’s final product (e.g., design, report, presentation), their group processes (e.g., ability to meet deadlines, contribute fairly, communicate effectively), or both. Second, group performance must be translated into individual grades – which raises issues of fairness and equity. Complicating both these issues is the fact that neither group processes nor individual contribution are necessarily apparent in the final product.

Thus, in addition to evaluating the group’s output, instructors may need to find ways to determine how groups functioned and the extent to which individuals contributed to the effort. This isn’t always easy, but these general principles can guide you, and the Eberly Center for Teaching Excellence can help you find and implement the right approach for your goals and context.

Assess individual, as well as group, learning and performance.

Assess process as well as product..

• Make your assessment criteria and grading scheme clear .

Find samples of group project assessment tools here...

Diligent students can be profoundly demotivated by group projects if they feel that their own success is dependent on team members who don’t do their share. One way to counteract the motivational hazards of group projects is to assess individual students’ learning and performance in addition to the group’s output. This strategy gives diligent students a greater sense of fairness and control and discourages free ridership. 

Individual learning and performance can be assessed in any number of ways. Some instructors add an individual component to group projects (e.g., a short essay, journal entries); some combine a group project with an individual test or quiz. Both group and individual performance are then reflected in the total project grade (e.g., some faculty members make the group grade worth 50% and the individual grade worth 50%; others split it 80%/20%. There’s no perfect breakdown, but the grading scheme should (a) reflect your goals for student learning and (b) seek to motivate the kind of work you want to see.)

Professor Solomon asks student groups to research a famous anthropological controversy, and give an oral presentation analyzing the issues, positions, and people involved. She assigns a group grade for the presentation, but also requires all the team members to write a short, individual paper summarizing what they learned from the assignment and what they contributed to the team. If the individual piece demonstrates a poor understanding of the material or a low level of participation in the group, she reserves the right to lower the individual’s grade by a full letter grade. If it is particularly informed, thorough, or demonstrates an exceptionally high contribution to the team, she raises the individual’s grade by a full letter grade.

If developing teamwork skills is one of your learning objectives for the course, it’s important to assess students’ progress toward that goal. In other words, you should assess process (how students work) as well as product (the work they produce).

Process can be assessed according to a number of dimensions, such as the ability to generate a range of ideas, listen respectfully to disparate perspectives, distribute work fairly, resolve differences, and communicate effectively. Since instructors don’t always have a direct window into the dynamics of student groups, they often rely on teams to self-report via:

• team evaluations: each member of the team evaluates the dynamics of the team as a whole.
• peer evaluations: each team member evaluates the contributions of his/her teammates. 
• self-evaluations: each team member documents and evaluates his own contributions to the team.
• Find samples of evaluations here...

These assessments can be quantitative or qualitative. They can be done as reflective writing assignments or as questionnaires targeting specific dimensions of teamwork. Think about which tools suit your purpose and context. Also give some thought to when you’ll use them (in the middle of the semester? at the end? both?), who should see them (just you? other team members?), and whether or not they should be anonymous. The Eberly Center can help you find, adapt, or create the right tool and determine how to use it to best effect.

Remember, too, that process assessments are subjective and students are not always straightforward when evaluating one another or themselves. However, in combination with product assessments and individual assessments, they can offer valuable glimpses into how teams function and alert you to major problems (e.g., particularly problematic team members or serious conflict), which can help to inform your feedback and grading.

Professor Montoya assigns a multi-stage information systems project where students work together in teams over much of the semester. Over the course of the semester, he periodically asks students to evaluate both the dynamics of the team as a whole and their own contributions, and to reflect on ways to improve both as the project continues. At the end of the project, he asks students to complete a peer evaluation for every member of their team, indicating each member’s contribution to the group. Professor Montoya’s total grade for the project combines a group grade (75%) and an individual grade (25%). The individual grade is based, in equal parts, on how each student’s teammates evaluated his contribution to the group and on the quality of the feedback he provided to them.

Make your assessment criteria and grading scheme clear.

It’s always important to articulate your performance criteria so students understand your expectations and standards. This is especially true if you are emphasizing skills that are not usually assessed, such as the ability to resolve conflict, delegate tasks, etc. Criteria for evaluating both product and process can be communicated by giving students a group work rubric ( pdf ) before they begin their work and then using it to provide meaningful feedback during and at the end of the project. 

It’s also important to think about how you will weigh the various components of group projects in your grading scheme. Some questions to consider include:

• What percentage of the student’s total project grade will be based on the group’s performance vs. individual components? 
• What percentage will be based on assessments of product vs. assessments of process? 
• How much weight will you give to peer evaluations or self-evaluations? 
• Will feedback from external clients also be incorporated into your assessment of the group’s work? If so, what sorts of feedback will you solicit: feedback on product (e.g., Does it work? Is it a good solution/design?), feedback on process (e.g., Did the group communicate effectively with the client? Did it meet deadlines?), or both?

A number of dimensions of group work can factor, either formally or informally, into a student’s grade. What’s important is to think about what dimensions of student performance matter to you and how your grading criteria and the weighting of assessment components can help motivate the behaviors you want to see. Finally, it’s critical to clearly communicate your grading scheme to students.

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Planning for and Giving a Group Presentation

Students working on group projects are often asked to give an oral presentation summarizing the results of their research. Professors assign group presentations because they combine the cooperative learning benefits of working in groups with the active learning benefits of speaking in front of an audience. However, similar to participating in a group project , giving a group presentation requires making decisions together , negotiating shared responsibilities, and collaborating on developing a set of solutions to a research problem . Below are issues to consider when planning and while giving a group presentation.

Before the Presentation

When to Begin

Planning the logistics around giving a presentation should take place as the group project progresses and, most critically, coalesce immediately after results of your study are known and clear recommendations can be made. Keep in mind that completing the basic tasks of giving a presentation [e.g., designating a moderator, designing the slide templates, working on the introduction, etc.] can save you time and allow your group to focus just before giving the presentation on how to effectively highlight the most important aspects of the research study.

Sharing the Responsibility

Everyone in the group should have an equal role in preparing the presentation and covering a similar amount of information during the presentation. However, a moderator should be elected to lead the presentation. The group should then determine what each member will speak about. This can be based on either the member's interests or what they worked on during the group project. This means that each member should be responsible for developing an outline of what they will talk about and drafting the content of their section of the slides or other forms of visual aids.

NOTE: If , for whatever reason, a group member is  particularly anxious about speaking in front of an audience or perhaps they are uncomfortable because English is not their first language, consider giving them a role that can be easily articulated, such as, introducing the purpose of the study and its importance. Everyone must participate in speaking, but be cognizant of the need to support that person by discussing what would work best for them while still being an active contributor to the presentation.

Organizing the Content

The content of the presentation should parallel the organization of the research study. In general, it should include a brief introduction, a description of the study, along with its purpose and significance, a review of prior research and its relevance to your group's project, an analysis of the results, with an emphasis on significance findings or recommended courses of action, and a brief statement about any limitations and how the group managed them. The conclusion of the presentation should briefly summarize the study's key findings and implications and, if time has been allotted, ask for questions from the audience. The conclusion can also be used to highlight areas of study the require further investigation. Note that the group's time should be spent primarily discussing the results of the study and their implications in furthering knowledge about the research problem .

Developing the Content

The narrative around each section must flow together smoothly t o ensure that the audience remains engaged. An initial meeting to discuss each section of the presentation should include the following: 1) deciding on the sequence of speakers and which group member presents on which section; 2) determining who will oversee the use of any technology [and who steps up when it's that person's turn to speak]; 3) determining how much time should be allocated for each section in relation to the overall time limit; 4) discussing the use and content of slides or other visual aids; and, 5) developing a general outline of the presentation. Once everyone's roles and responsibilities have been negotiated, the group should establish a schedule of deadlines for when the work should to be completed.

Creating Transitions

Building the narrative of an oral presentation means more than imparting information; it also requires the group to work together developing moments of transition from one section to the next. Transitional statements ensures coordination among members about what is to be covered and helps your audience follow along and remain engaged. The transition from one section to the next should include both verbal cues [e.g., a recap what you just discussed and an introduction of the next speaker] and non-verbal gestures [e.g., stepping away from the podium or front of class to make room for the next speaker]. An example of this transition could be something like this:

Speaker 1: " ...so to summarize, the literature suggested that allegations of election fraud often created the conditions for massive street protests in democratized societies. Next Mike will discuss how we analyzed recent events in Mexico and determined why this assumption may not apply under certain conditions. "

Speaker 2: " Thank you, Jordan. Next slide. In our study, we coded and analyzed the content of twitter accounts to explore the rise of dissension among.... "

NOTE:   Each member of the group should learn the entire presentation and not just their section. This ensures that members can help out if the speaker becomes nervous and loses track of what to say or if they forget something. If each member knows the entire presentation, then there is always someone who can step up and support the speaker by maintaining the narrative and not losing the audience's attention.

Practicing the Presentation

The most critical thing to do before giving a group presentation is to practice as a group. Rehearse what will be said and how it will be said so you know that the overall structure works, that the time is allotted correctly, and that any changes can be made, if needed. Also, rehearsing the presentation should include practicing use of the technology and choreographing where people will stand. An effective strategy is to rehearse the entire presentation at least twice. Practice with each member taking turns speaking in front of the other members pretending that they are the audience. This way the group members can take turns offering suggestions about improving the presentation and the speaker gets more comfortable speaking in front of people. Practice a second time presenting as a group. This way, everyone can rehearse where to stand and coordinate transitions. If possible, practice in the room where your presentation will take place; standing in the front of a classroom feels very different from sitting there as a student.

During the Presentation

Before the Presentations Begin

If groups are presenting from a shared computer, ask your professor if you could pre-load your slides or other visual aids before the class begins . This will ensure that you're not taking time away from your presentation downloading and setting everything up. In addition, if there is a problem, it can be resolved beforehand rather than it being a distraction when you start the presentation.

Introduction

Begin by having the moderator introduce the group by giving each member's name and a brief description of what they will be presenting on. And, yes, this seems like a pointless formality because it's likely that everyone knows everyone else. However, this is expected because it reflects giving oral presentations in most professional and work settings. In addition, your group has a limited amount of time to present and introducing everyone before the presentation begins saves more time than having each individual introduce themselves before they speak.

When Not Speaking

Assuming your group has practiced at least twice [and preferably more], you have heard and seen the entire presentation multiple times. Keep in mind, however, that your audience has not and they can observe everyone in the group. Be engaged. Do not look bored or distracted while others are speaking. Pay attention to each other by watching what the presenter is doing. Respond positively to the presenter and use nonverbal cues [e.g., nodding your head] as a way to help emphasize keys points of the presentation; audiences notice when those not speaking react to something the speaker is saying.

Coordinate Moving from One Speaker to the Next

The person presenting should take a position in the foreground of where you are delivering the information. Group members not speaking should step back and take a spot behind or off to the side of the speaker. When the person speaking is done, the next person steps forward. This pre-planned choreography may seem trivial, but it emphasizes to your audience who the next speaker will be and demonstrates a smooth, coordinated delivery throughout the presentation.

Visual Aids

Plan ahead how to use slides or other visual aids. The person currently presenting should not be distracted by having to constantly move to the next slide, backup and show an earlier slide, or exit a slide to show a video or external web page . Coordinate who in the group is responsible for taking the cue to change slides or otherwise manipulate the technology. When it's time for that person to speak, have a plan in place for passing this responsibility to someone else in the group. Fumbling around with who does what when, distracts the audience. Note however that the role of moving from one slide to the next does not count as being a presenter!

The presentation should conclude with the moderator stepping forward and thanking the audience and asking if there are any questions. If a question relates to a specific part of the presentation, the group member who spoke during that part should answer the question; it should not be the moderator's responsibility to answer for everyone. If another group follows your presentation from a shared computer, be courteous and close out all of your slides or other visual aids before stepping away.

Aguilera, Anna, Jesse Schreier, and Cassandra Saitow. "Using Iterative Group Presentations in an Introductory Biology Course to Enhance Student Engagement and Critical Thinking." The American Biology Teacher 79 (August 2017): 450-454; Barnard, Sam. "Guide for Giving a Group Presentation." VirtualSpeech Ltd., 2019; Eisen, Arri. "Small-Group Presentations: Teaching Science Thinking and Context in a Large Biology Class." BioScience 48 (January 1998): 53-58; Group Presentations. Writing@CSU. Colorado State University ; Kågesten, Owe, and Johann Engelbrecht. "Student Group Presentations: A Learning Instrument in Undergraduate Mathematics for Engineering Students." European Journal of Engineering Education 32 (2007): 303-314; Lucas, Stephen. The Art of Public Speaking . [Chapter 19]. 12th edition. Boston, MA: McGraw-Hill Higher Education, 2015; McArthur, John A. “10 Tips for Improving Group Presentations.” [blog]. Department of Communication Studies, Furman University, November 1, 2011; Melosevic, Sara. “Simple Group Presentation Tips for Maximum Teamwork Magic.” PresentBetter, November 13, 2018; St. John, Ron. Group Project Guidelines. Department of Speech, University of Hawai'i Maui Community College, January 16, 2002.

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Group Assignment Acknowledgement Examples

If you are looking for an example of acknowledgment for a group assignment , this article is definitely for you. In this article, you will get a sample acknowledgment for group assignments, group projects, reports, and individual assignments. Similar to most acknowledgments written by Malaysian students in school or group assignments at work, it is obligatory that the student thanks everyone who has helped them complete their project.

Teachers and mentors should always be thanked first as they have had the greatest impact on your academic success thus far. If there was an individual who assisted with completing specific tasks within the assignment then he too should also receive recognition;

Group Assignment Acknowledgement – Sample 1

We would like to thank all of the people who helped us with this project, without their support and guidance it wouldn’t have been possible. We appreciate [ Mr. X ] for his guidance and supervision which has provided a lot of resources needed in completing our project. Our parents as well as friends were constantly encouraging us throughout the process when we felt discouraged or became frustrated because they knew how much work went into this venture so that is why we want to extend them thanks too! We are grateful to our colleagues in developing the project, for their willingness and assistance. They helped us with this project, which we appreciate dearly.

Group Assignment Acknowledgement: Sample 2

The project has been a lot of work, but we couldn’t have done it without the support and guidance from some very important people. We want to thank  [ Mr. Y ] for all their help with this project; they provided us with resources as well as essential information that was needed to complete our task successfully. Thank you also goes out to our parents and friends who were there every step of the way during this time period-without them, I’m not sure what would’ve happened! We also want to thank all of the people who have been working alongside us on this project. It’s so great that you are willing to help out when we need it! Thank you for your hard work and dedication, which has made our success possible.

Group Assignment Acknowledgement: Sample 3

We would like to thank our teachers and professors who gave us a chance to work on this project. We are very grateful that they provided valuable suggestions for the betterment of the project, which we greatly appreciate them for doing so. Furthermore, we want to extend special thanks towards our college as well because without their resources then none of what is seen now could have been possible in terms of creative or intellectual development. Last but not least, everyone involved with this think tank deserves recognition such as family members and friends. they all played an important role when it came down to giving motivation at times where there was no hope left!

Group Assignment Acknowledgement: Sample 4

We are very grateful to our teachers and professors who gave us a chance to work on this project. We would like to thank him for giving us valuable suggestions and ideas, as well as the college that provided all of the resources needed in order for it to be successful. Our parents always encouraged us through every rough patch with their support, but also friends were there when we needed them most!

Acknowledgment for Group Assignment/Project: Sample 5

It has been a long and strenuous project, but we have finally reached the finish line with our final product. We owe an immense amount of gratitude to all those who contributed in one way or another; without you, this would not be possible. The completion of such a large-scale endeavor requires support from many people, so thank you for your contributions! We are also very grateful to our teachers and supervisors for their kindness as well as patience during the process – they never once lost faith in us despite how difficult it was at times. To everyone else involved: Thank You!. Finally, we want to extend our thanks towards God (The Great Almighty) because he always had his blessing on us when nobody else did 😉

Group Assignment Acknowledgement: Example 6

It is with a heavy heart that we say goodbye to this project. It was one of the most challenging, yet gratifying experiences in our lives and education career. We truly appreciate all those who helped us get here: teachers for their guidance; supervisors for your understanding; friends, family members, relatives – without you guys there would be no way! Above all else thank God Almighty because he always had his hand on us during every step of this journey to completion.

Group Assignment Acknowledgement: Sample 7

Mr. X thank you for your leadership and knowledge that helped us complete this project successfully, we are grateful to have had the privilege of learning from a wonderful teacher such as yourself! Thank you Mr. Z for all of your guidance throughout our work on this project including advice and support when needed! And finally, thank you again to everyone involved in making it happen because without them we would not be here today with an amazing product completed!”

Group Assignment Acknowledgement: Sample 8

We are grateful to our respectable teacher, Mr. X who has been instrumental in guiding us through this project successfully. With his wisdom and knowledge, we were able to complete this report with ease under his supervision which was a very enriching experience for all of us! We also would like to thank Mr.Z whose advice helped make the production process much smoother and easier than expected considering it was such an ambitious task from the start! Lastly, without their help along the way, I’m not sure if we could have made it here today so thanks go out as well to everyone else that contributed at some point or another during our journey on completing this remarkable undertaking together.”

Acknowledgment Sample for Group Assignment: Sample 9

We are grateful to our respectable teacher, Mr. X for his insightful leadership and knowledge which benefited us in completing the project successfully! Thank you so much for your continuous support and presence whenever needed. We would also like to thank Professor Z who provided valuable advice on a number of occasions during the preparation of this report as well as contributing some money that helped us buy necessary equipment. Last but not the least, we sincerely appreciate all those whose contribution was either direct or indirect–we could have never done it without them!

Group Assignment Acknowledgement: Example 10

A project like this would be impossible to complete without the help of a number of people. I am grateful for all those who helped make it possible and want them to know how much their words were appreciated throughout my process. My deepest gratitude goes out especially to _______, __________, and ______for making themselves available at every stage as they patiently answered my many questions about matters both big and small. A project such as mine is unimaginable without the assistance from others working on behalf or in support of me along the way; acknowledging these individuals’ efforts ensures that none go unappreciated! One cannot overstate what each person has done during different stages so below are some brief summaries:

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5+ Best Acknowledgement for Group Assignment/Project

If you are confused about what to write in the  acknowledgement section  for a group project or assignment and need a sample for inspiration, this blog post is just for you.

As similar to most of the acknowledgements you write, you are required to thank everyone who helped you complete the group project. You need to acknowledge the contribution of everyone who has helped you complete this project. You can include teachers, school, friends, family, and maybe your lab assistant if you have been assisted by him. For a group assignment, you have to write the acknowledgement section in plural form.

More Definitions on Acknowledgement

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“Acknowledgement” vs “Acknowledgment”… …what the hack?

Both “acknowledgement” and “acknowledgment” are used in the English-speaking world. However, acknowledgement with the “e” in the middle is more commonly used. It is up to 24.5 times more popular in the top 5 English-speaking countries in the world.

Saying thank you with style

How to write an acknowledgement: the complete guide for students.

You can just write a couple of sentences to write a short and sweet acknowledgement section. For this you can just thank your teacher and your school/college. However, it is great if you include your college principal, your friends, and your family, or anyone whom you think has helped you with this project.

You can use the following acknowledgements as a sample or inspiration to write your own version of acknowledgement. If you are confused about what phrases to use or want to know how to write a formal acknowledgement, you can  check this post .

Please do not copy these examples word to word but try to create your own version. Also, do not forget to thank everyone for helping you with this project. Here are some samples you can take inspiration from.

Acknowledgement for Group Assignment/Project: Sample 1

We are grateful to our respectable teacher, Mr. X , whose insightful leadership and knowledge benefited us to complete this project successfully. Thank you so much for your continuous support and presence whenever needed.

We would also like to thank Mr.Z for his advice and contribution to the project and the preparation of this report.

Last but not the least, We would like to thank everyone who is involved in the project directly or indirectly.

Group Project Acknowledgement: Sample 2

The completion of this project could not have been possible without the participation and assistance of a lot of individuals contributing to this project. However, we would like to express our deep appreciation and indebtedness to our teachers and supervisors for their endless support, kindness, and understanding during the project duration.

Also, we would like to thank all our relatives, family, and friends who supported us in one way or another.

Above all, we would like to thank the Great Almighty for always having his blessing on us.

Acknowledgement for group assignment: Sample 3

We are very grateful to our teachers and professors who gave us a chance to work on this project. We would like to thank him for giving us valuable suggestions and ideas.

We would also like to thank our college for providing us all the necessary resources for the project. All in all, we would like to thank everyone involved in this project and helped us with their suggestions to make the project better.

Finally, we would like to thank our parents and friends for always being with us and supporting us in every situation.

Group Assignment Acknowledgement: Sample 4

We have taken a lot of effort into this project. However, completing this project would not have been possible without the support and guidance of a lot of individuals. We would like to extend our sincere thanks to all of them.

We are highly indebted to Mr. Y for their guidance and supervision. We would like to thank him for providing the necessary information and resources for this project.

We would like to express our gratitude towards our parents & our friends for their kind co-operation and encouragement which help us a lot in completing this project.

Our thanks and appreciations also go to our colleague in developing the project. Thank you to all the people who have willingly helped us out with their abilities.

Please do not copy these examples word to word but try to create your own version. You can also use our auto  acknowledgement generator tool  to automatically generate acknowledgement for your project.

Let us know about your project or you can just comment down your own version of acknowledgement for your project.

Acknowledgement Examples for School/College Projects

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How-to Guides on Academic Writing and Others

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Introduction to Academic Writing

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v informative and helping

Nice acknowledgment! Helped me a lot. Thanks 🙂

This really helped me out alot and as such i have to Acknowledge what you have done for me. ( lol pun intended you helped me out with the Acknowledgement so i have to Acknowledge it.)

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