A Common Understanding of Performance Standards

Student Activity ­ Students work in groups to evaluate a set of fictional students.

Step 1. Student Objectives:

• To come to a common understanding of performance standards and course/group expectations.
• Practice group decision making skills.
• To come to an understanding of what to look for during the evaluation process.

Step 2. Setting the Stage:

• Break students into groups of 4-5.
• Give each person a copy of the Student Profiles.
• Give each person a copy of the Evaluation Form.
• Give one student an extra copy of the Evaluation Form, for the Group Ratings.
• Set a time limit.
• Optional: give each group butcher paper and markers.

Step 3. Set the Lesson:

• Tell students that they have five minutes to individually rate each student on selected categories based on the Student Profiles they were given.
• After five minutes ask groups to come back together and discuss their individual ratings and come to a consensus on a single Group Rating for each Student Profile.
• Groups should record their Group Ratings on the extra Evaluation form.
• Each individual is responsible for understanding the reasoning behind the Group Ratings.
• One person will be selected at random to report their Group Ratings to the rest of the class.

Step 4. Mentor and Process

• Look for evidence of expected behaviors and appropriate actions during the activity. Make a few notes about specific behaviors.
• Call time and bring the groups back together as a large group.
• Randomly call on one person from each group to give their Group Rating results and in one minute give a summary of their reasoning.
• After all groups have reported out, ask questions that focus on Process Observation.
• Address the fact that all groups will have complaints about not enough information. Turn it around. Ask how their group dealt with that problem?

Sample Questions for Process Observations:

1. What was activity this like? Difficult? Easy? Why?
2. Why is it important to have a common understanding of performance expectations?
3. What was the most valuable part of the exercise?
4. Has your understanding of the expectations for this class changed? How?
5. What behaviors helped your group function effectively? Which ones detracted? Why?
6. How will you use what you learned today this quarter? As a group member? As an evaluator?

Step 5. Evaluate Outcomes

• Share your positive and negative process evaluations as a mentor.
• Tell them form your perspective how well they accomplished the task.
• Explain why you had them participate in this activity.

(Lesson plan based on Johnson, Johnson and Smith. Active Learning, Cooperation in the College Classroom. 1991)

Main | Seminars | Teams | Thinking | Assessment | Map | Resources