Group assignments can be both helpful and challenging in our quest to create more equitable learning experiences for students. Grading brings a number of the challenges into focus as we try to navigate participation, responsibility, and content mastery, and as we struggle to determine who is responsible for what parts of the work and whether the experience of  working together was positive for all group members. This conversation has been percolating around campus, especially in the context of the Grading for Equity book group last spring.

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