A rough guide to grading

• Journal Entries. Each journal entry is worth a total of five points. The scores of 1 and 2 will be given to incomplete entries or poorly written entries. A score of 3 or 4 indicates that, while each question was answered, the answers either did not show careful reflection or there was a mathematical error. A score of 5 indicates an entry that shows careful consideration of each question along with well-written responses.

• Homework. Different point values will be assigned to different questions. The questions will be graded with respect to correctness, completeness, and the quality of the write-up.

• Progress Reports. Progress reports will be worth 50 points each; 30 of the points will be based on the group's written work and 20 points based on the sum of the group members individual performances on a straightforward quiz based on the progress report. Each major error on the written report will be worth 3 points and there will be no deduction for minor errors. In extreme cases, more points may be deducted for an error (i.e. the problem is not attempted or the approach is completely inappropriate - for instance, using the Euclidean parallel postulate to solve a problem in spherical geometry.) The quality of exposition, completeness of discussion and so forth will also be considered in determining the grade.

  The final reports often include some material from previous progress reports. Although I attempt to identify all of the significant errors in a progress report, there is a chance that I might miss one. Before copying any solution from a progress report to a final report, be sure to reread it critically and make sure it is correct. In the event that I discover an error on my second reading of the solution, points may be deducted for it even though no points were deducted the first time.

• Final Reports. Final reports will be worth 100 points each; 70 points based on the written report and 30 points based on the sum of the individual performances on a quiz based on the project. As before, the correct answers to the quiz will be relative to the group's final report. Each major error on the final report will be worth 6 points and each minor error will be worth 3 points. In extreme cases, more points may be deducted for an error. The quality of exposition, completeness of discussion, and so forth will also be considered in determining the grade.

• Exams. Exams may not be graded on a straight percentage scale. However, at least a 50% will be required for a passing grade (D-).
  
  
  

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Cooperative Group Learning

The purpose of cooperative group learning is to make every student academically and personally stronger as an individual. Research studies cited in Active Learning: Cooperation in the College Classroom, by David W. Johnson, Roger T. Johnson, and Karl A. Smith published by Interaction Book Co in 1991 have shown that cooperative learning will promote higher achievement, more positive interpersonal relationships, and higher self-esteem than competitive or individualistic efforts. These positive effects, however, do not result when students are simply placed in groups and told to work together. Effective cooperative learning takes time and effort and requires guidance about effective behaviors. You may have had the experience of working with one or more individuals on a group project and found the experience to be very satisfying or very frustrating. If the experience was satisfying, it probably means that some critical components were present; if frustrating, one or more of these components was probably lacking. Five basic elements have been identified as necessary for effective cooperative learning: 1) Students believe they are linked to the other members of the group and that success of the group depends on every member of the group being successful (Positive Interdependence); 2) Each individual student is assessed and held accountable so that one person cannot rely on others to do the work (Individual Accountability); 3) Groups evaluate how well they are achieving their goals and maintaining an effective working relationship (Group Process); 4) Leadership, trust-building, respect, communication, and conflict management skills are developed (Social Skills); and 5) Students engage in face-to-face interactions that support and encourage each others efforts to learn (Face-to-Face promotive interaction). (One acronym that has been used to efficiently refer to these five elements is PIGS FACE!) In this course we are going to work very hard to see that these five elements are evident so that your learning will be enhanced.

We want all groups to develop into ``good'' groups: Groups in which members get the job done, are satisfied with the quality of their work, and like the members of their group. To that end, specific expectations about group work are articulated below.

Norms of cooperative behavior : These are the behaviors we expect each individual to engage in while working in groups. We will systematically evaluate students on these behaviors and provide feedback to you and to the group about the extent to which you are meeting these expectations.

1. Everyone has the responsibility to listen carefully and with respect to the others in the group.

2. Everyone has the responsibility and the right to contribute to the group task.

3. Everyone has the responsibility and the right to ask for help from the group when needed.

4. Everyone has the responsibility to help others in the group when asked.

5. Do not change your mind unless you are logically persuaded. Reach consensus, not majority rule.

Roles for Cooperative Group Members: You will be assigned to a 3-4 person group for each of the projects. You will be assigned to different groups for at least two of the four projects. All group members take on the roles of thinkers (generate new ideas), supporters (keep ideas flowing and support other members saying things like, ``That's a good idea!'', ``That's a new way to look at this situation.'', and ``that's a good connection to what Brad said''), and questioners (listen carefully and question each others ideas saying things like, ``why is that true?'', ``show me a counterexample'', ``Does that work in every case, or just for this situation?'', ``what assumptions have we made?'').

Major roles will be assigned and rotated so that each student has the opportunity to experience each of the major roles during the course. The major roles are:

Facilitator: This persons responsibility is to keep the group members focused on the task, to keep ideas flowing, and to ensure that the norms for cooperative behavior are being observed. For the final project report, he/she should orchestrate the groups discussions about the project and possibly assign tasks related to the completion of the final report. The facilitator makes statements such as ``Jonathan, you have contributed several good ideas, but lets give someone else a chance to contribute. Marcia, what do you think?'', or ``I think were getting off track here. Sally, could you read that question again. What exactly are we supposed to be investigating?''

Recorder: This persons responsibility is the Progress Reports. He/she should maintain good notes on the conversations of the group so that ideas can be tracked and later synthesized as responses to the Progress Report items. With the group members assistance, this person legibly completes and hands-in (on time) the Progress Reports for the projects. The Recorder makes statements such as ``Too many ideas were being discussed at once. Could we slowly go through them one-by-one so that I can keep track of what were talking about.'' or ``This is what I've written as the response to item 4. See if I've accurately captured our thinking and haven't missed anything.''

Reporter: This persons responsibility is the Final Project Report. He/she should review the items on the Final project report at the beginning of the project activities and maintain notes on ideas pertinent to those items as discussions occur. For the final project report, he/she should provide members with drafts of responses to items for their critique. Careful review of the Progress Reports and conversations with the Recorder will probably be helpful. He/she assists the facilitator in discussions related to the final report to be sure there are no ``loose ends'' when tasks are assigned. With the groups assistance, the reporter legibly completes and hands-in (on time) the final Project Report. The reporter makes statements such as ``Our discussions so far will allow us to answer the first 3 items on the final report. I've sketched out some answers based on our ideas and would like your comments.'' or ``we need to get together to discuss this final report some time in the next two days. Would Sunday from 3-5 work for all of you?''

Checker: This persons responsibility is to assist the facilitator. He/she should focus on the extent to which the norms of cooperative behavior are occurring and the extent to which members are carrying out their roles as thinkers, supporters, and questioners. The checker makes statements such as ``We all just accepted what Frank said as true and didn't ask him to justify anything. Did all of us really understand why what he said was true?'', or ``Bob, you look puzzled. Do you need clarification about something that was said? You should ask questions if this concept isn't clear.''

Behaviors expected to be observed: As was indicated above, you will be evaluated regularly on the extent to which your behavior reflects the group norms. Specific behaviors that reflect group norms are:

Using 12 inch voices (speaking quietly enough so that only people in close proximity can hear you)

Staying on task

Asking for help

Being supportive

Asking for reasons

Criticizing ideas not people

Relating present learning to past learning

Carrying out assigned roles

Each time you are engaged in group work, some subset of this list will be the focus of the teachers observations for some subset of the class.