Speech Appendix I Group Process Evaluation Form Task Functions Students Name Please Circle The Appropriate

GROUP PROCESS EVALUATION FORM:

TASK FUNCTIONS

Student’s Name:

Please circle the appropriate number for each item below, in response to the question: How well

did our group accomplish this step?

Rate each item on a scale of 1 to 5, where:

1 = Our group did not do this.

2 = Our group partially did this.

3 = Our group did this, with acceptable results.

Write the number in the last column, in response to the question:

Was the Step Accomplished?

I. Prepare Your Team Contract:

1.1

Teammates exchanged contact information (e–mail and phone).

1.2

The team agreed on at least three relational norms that all members agreed to abide

by.

1.3

The team set at least task norms that helped us achieve effective results.

1.4

The team assigned at least one relational role and one task role to each team

member.

1.5

Every member clearly understood the assignment.

II. Define the Problem:

2.1

We focused the problem to a small–scale, realistic, manageable scope.

2.2

We stated the problem as an open–ended question.

2.3

We stated the problem–question in such a way that the solution was not already

embedded within the question.

2.4

The problem–question was worded in a way that encourages creative thinking.

2.5

Every member clearly understood the problem–question.

III. Analyze the Problem:

3.1

The group identified observable features and characteristics of the problem.

3.2

The group determined who the stakeholders are (who is affected by the problem) and

how each group of stakeholders is affected.

3.3

The group researched the history of the problem: how it began and what others have

already tried to do to manage the problem.

3.4

The group investigated whether there are any laws, policies, regulations, or politics,

or ethical considerations that would impact possible solutions.

3.5

The group investigates whether there are any laws, policies, regulations, or politics,

or ethical considerations that would impact possible solutions.

3.6

The group consulted adequate and varied sources of information.

3.7

Each group member brought relevant information to meetings.

3.8

Background information was adequately discussed.

3.9

The group kept track of the sources of all information, to be cited later in the list of

references.

IV. Establish Criteria:

4.1

The group reviewed the definition of a criterion and the role that criteria play in the

reflective problem–solving process, so that each group member clearly understood the

purpose of this step and the process to be used during this step.

4.2

The group outlined a general goal that the solution should accomplish.

4.3

The group defined at least seven specific criteria for evaluating possible solutions.

4.4

The list of criteria included a deadline and a maximum budget.

4.5

The group reviewed the list of criteria one by one to verify that each item was indeed

a criterion (measurement tool) and no solutions had been accidentally included in the

list.

V. Generate Possible Solutions:

5.1

Our group reviewed the rules of brainstorming so each member understood the

process to be used during this step.

5.2

At least ten possible solutions were generated by the group.

5.3

The group did not discuss the pros and cons of any solutions during this

brainstorming step.

5.4

The group thinks outside the box enough to generate at least two playful, creative,

outlandish solutions.

5.5

After the list of ideas had been completed, the group reviewed each potential solution

in detail, seeking additional clarification and explanation if necessary.

VI. Decide on a Solution:

6.1

The transition was clearly signposted when our group moved from generating ideas

to evaluating ideas.

6.2

The group weeded out any solutions that were clearly not feasible.

6.3

The group took the time necessary to combine (and possibly modify) similar items

on the list to avoid unnecessary duplication.

6.4

At this point, the group possessed a list of several clearly stated, feasible alternative

solutions to the stated problem.

6.5

The group rated how well each remaining solution would be able to achieve each of

the criteria the group had established earlier.

6.6

The group further evaluates each solution in terms of the potential cost and possible

problems that could arise.

6.7

The group was able to reach a decision (by consensus, majority vote, etc.)

concerning the solution they would recommend.

6.8

The chosen solution appeared to satisfactorily solve the group’s stated problem.

6.9.1

The group held a “last–chance” discussion in which each member played the devil’s

advocate role, raising one possible unforeseen event that could impede the success

of the final solution.

6.9.2

Our group developed a contingency plan for dealing with these unforeseen

circumstances.

VII. Implementation:

7.1

After deciding on a recommended solution, the group generated a chronological list

of steps for implementing the solution.

7.2

The group generated a realistic timetable for completing the steps.

7.3

The group spent time discussing any variables that might hinder or assist in the

implementation of the solution and how to manage these variables.

7.4

The group clearly identified all needed resources for the accomplishment or

implementation of the solution generated.

7.5

The group assigned members to oversee the accomplishment of each step.

VIII. Follow Up

8.1

The group determined a process for reviewing the desired solution outcomes.

8.2

A date was established for re–evaluating how well the solution will have worked over

time.

8.3

Responsibilities were clearly assigned for the collection of follow-up evaluation data.

IX. Writing the Report

9.1

The group reviewed the assignment specifications so that each member understood

what materials must be submitted for a grade.

9.2

Tasks were assigned for preparing the final report.

9.3

All group members participate fully and equally in preparing the final report.

150–174

Unacceptable

# of 5s (X) 5 =

Total points:

Your Rating

225–250

Excellent

200–224

Good

175–199

Acceptable

Compute Points

# of 1s (X) 1 =

# of 2s (X) 2 =

# of 3s (X) 3 =

# of 4s (X) 4 =

GROUP PROCESS EVALUATION FORM:

RELATIONAL FUNCTIONS

Student’s Name:

Please circle the appropriate number for each item below, in response to the question:

How well did our group accomplish this step?

Rate each item a scale of 1 to 5, where:

1 = Our group did not do this.

2 = Our group occasionally did this.

3 = Our group usually did this, but with inconsistent results.

1

The group created an atmosphere that encouraged openness

and sharing.

1

2

3

4

5

2

Communication channels in the group were open and used

by all members.

1

2

3

4

5

3

Differences of opinion were considered and worked

through to mutual satisfaction.

1

2

3

4

5

4

All group members were encouraged to offer information.

1

2

3

4

5

Group members did not allow one or two persons to impose

their ideas on the group.

1

2

3

4

5

6

Each group member was consulted to check his/her

understanding of each step.

1

2

3

4

5

7

Group members stayed on task.

1

2

3

4

5

8

During the group process, individual members discussed

how well the group was functioning.

1

2

3

4

5

# of 4s (X) 4 =

# of 5s (X) 5 =

24-27

Marginal

Compute Points

# of 1s (X) 1 =

# of 2s (X) 2 =

# of 3s (X) 3 =

Total:

Your Rating

36-40

Excellent

32-35

Good

28-31

Acceptable

8-23

Unacceptable

WORKING AS A TEAM – OBSERVATION*

Name: Date:

List all team members:

Answer thoroughly the following questions about your teamwork. Think about how

individuals contributed to your group presentation. Be aware of what worked and what

did not.

TEAM ROLES

1. Did one or more of the team members become leader? If so, how did this happen?

2. Describe each member’s contribution to the completion of the assignment. Be specific,

and use descriptive, not evaluative language.

4. Who was most productive in churning out ideas? Who was especially creative? What

did these people do?

5. How well did members critique one another’s ideas? Were the critiques constructive

or destructive? Explain.

TEAM PROCESS

6. Did your team establish from the beginning an overall plan for completing the

assignment? If so, who suggested it?

8. How did you determine who would write which sections? Did each member complete

the assigned topics?

9. When there was disagreement, how did members resolve it?

ADDITIONAL COMMENTS

10. Please add your own brief narrative, providing any additional comments about your

Adapted from Lana Wolverton, Alta High School

GROUP PRESENTATION EVALUATION

Title of Group Presentation:

Names of Group Members:

Rating scale: 5 = Excellent, 4 = Above Average, 3 = Average, 2 = Below Average, 1 = Poor

Instructor’s Evaluation of Group

Content

Rating

Comments

1.

Meaningful Presentation (Substantive,

informative)

2.

Theoretically Consistent (Group members did

not contradict one another)

3.

Well Executed (Well prepared and delivered)

4.

5.

6.

Creative (Ingenuity of physical and

theoretical design)

Showed Group Effort (Hard work)

Introduction and Statement of Problem Shows

Clarity and Thorough Understanding

7.

Presentation Was Interesting and Dynamic

Delivery added to Overall Effect

Organization

8.

Main Points Were Clear, Introduction &

Conclusions Achieved Purpose

9.

Transitions Contributed to Clarity, Order of

Speakers Contributed to Continuity of Group

Research

10.

Support (visual and verbal) Followed

Logically to Support the Argument Made

TEAM PARTICIPATION EVALUATION

Team # ________

Your group will have a total of _______ points to distribute among your members (10 x

number of group members). Your task is to decide, as a group, how to equitably

apportion the points among members. The decision is to be made by the group as a whole

(that is, by all members who are present on the appointed day).

When determining points for each member, consider the following items:

–attendance: Did this person attend most in-class as well as out-of-class

meetings?

-discussion: With what quality and quantity did this participant contribute to the

team dialogue?

–follow through on assigned tasks: Did this individual carry through with his or

–general interest in the project and the team: Was this member on time for

meetings? Did s/he seem interested?

At the end of the allotted time, your team must submit to me one page that includes the

following information:

1. an alphabetized list of all team members (last name, first name)

2. the number of points awarded to each member

3. a brief paragraph about each individual justifying the number of points awarded

to that person

RATING OF OTHER GROUP MEMBERS*

Name: ___________________________________Subject: __________________________________

THESE RATINGS ARE CONFIDENTIAL. They are for instructor use only. Rate every group member

(except yourself) with a score from 0 to 100. Whatever score you give, you must justify it, or it will not be

considered.

For scoring use the following scale:

Below 60 = Poor 70 = Average 80 = Good 90 = Very Good 100 = Excellent

Name of Group Member:

Category

Rating

Justification

Commitment

Participation

Cooperativeness

Contribution

Name of Group Member:

Category

Rating

Justification

Commitment

Participation

Cooperativeness

Contribution

Name of Group Member:

Category

Rating

Justification

Commitment

Participation

Cooperativeness

Contribution

Name of Group Member:

Category

Rating

Justification

Commitment

Participation

Cooperativeness

Contribution

(You may make additional comments on the back of this sheet.)

GROUP REPORT: PEER ASSESSMENT

In addition to your instructor’s evaluation, your peers will assess you on your class presentation,

using the following form:

For each category, indicate your observation of the group by circling the appropriate number.

Add comments to explain your number choice.

1=inadequate or not done 3=adequate 5=outstanding, fantastic, far more than adequate

1 2 3 4 5 Content: Did you learn something from it? Did it give you new information?

Did it appear that the group sought and found information?

1 2 3 4 5 Interest level: Was it interesting enough to keep your attention? Did the group

think about you, the audience, present to you, and keep you interested?

1 2 3 4 5 Coordination: Did the group appear to work together? Did each member connect

to the others and appear as a group? Were they coordinated?

TOTAL NUMBER OF POINTS GROUP TOPIC:

TEAM MEMBER EVALUATION FORM*

This form is confidential. Your instructor will use the information you provide to help determine

how the points for your team project will be divided among the members of your team.

Follow these steps to arrive at your ratings:

1. Determine the value of each member’s contribution by completing the rating forms

2. After evaluating each member, use the area on the last page to determine the distribution

of points that you think is most fair.

YOUR NAME

1. Value to the team on the task level: Provides/asks for important information, initiates discussion,

gives instructions, tests reality, clarifies, summarizes, diagnoses, etc.

Poor 1 2 3 4 5 6 7 8 9 10 Outstanding

2. Value to the team in promoting effective relationships: Harmonizes interaction, relieves tension,

offers praise, listens empathetically, gives praise when appropriate, etc.

Poor 1 2 3 4 5 6 7 8 9 10 Outstanding

3. Ready and willing to work hard on the project: Well prepared, committed to the team’s goal, keeps

in touch, attends meetings.

Poor 1 2 3 4 5 6 7 8 9 10 Outstanding

TEAM MEMBER’S NAME

1. Value to the team on the task level: Provides/asks for important information, initiates discussion,

gives instructions, tests reality, clarifies, summarizes, diagnoses, etc.

Poor 1 2 3 4 5 6 7 8 9 10 Outstanding

2. Value to the team in promoting effective relationships: Harmonizes interaction, relieves tension,

offers praise, listens empathetically, gives praise when appropriate, etc.

Poor 1 2 3 4 5 6 7 8 9 10 Outstanding

3. Ready and willing to work hard on the project: Well prepared, committed to the team’s goal, keeps

in touch, attends meetings.

Poor 1 2 3 4 5 6 7 8 9 10 Outstanding

TEAM MEMBER’S NAME

1. Value to the team on the task level: Provides/asks for important information, initiates discussion,

gives instructions, tests reality, clarifies, summarizes, diagnoses, etc.

2. Value to the team in promoting effective relationships: Harmonizes interaction, relieves tension,

offers praise, listens empathetically, gives praise when appropriate, etc.

3. Ready and willing to work hard on the project: Well prepared, committed to the team’s goal, keeps

in touch, attends meetings.

Poor 1 2 3 4 5 6 7 8 9 10 Outstanding

TEAM MEMBER’S NAME

1. Value to the team on the task level: Provides/asks for important information, initiates discussion,

gives instructions, tests reality, clarifies, summarizes, diagnoses, etc.

2. Value to the team in promoting effective relationships: Harmonizes interaction, relieves tension,

offers praise, listens empathetically, gives praise when appropriate, etc.

3. Ready and willing to work hard on the project: Well prepared, committed to the team’s goal, keeps

in touch, attends meetings.

Poor 1 2 3 4 5 6 7 8 9 10 Outstanding

TEAM MEMBER’S NAME

1. Value to the team on the task level: Provides/asks for important information, initiates discussion,

gives instructions, tests reality, clarifies, summarizes, diagnoses, etc.

2. Value to the team in promoting effective relationships: Harmonizes interaction, relieves tension,

offers praise, listens empathetically, gives praise when appropriate, etc.

3. Ready and willing to work hard on the project: Well prepared, committed to the team’s goal, keeps

in touch, attends meetings.

Poor 1 2 3 4 5 6 7 8 9 10 Outstanding

TEAM MEMBER’S NAME

1. Value to the team on the task level: Provides/asks for important information, initiates discussion,

gives instructions, tests reality, clarifies, summarizes, diagnoses, etc.

2. Value to the team in promoting effective relationships: Harmonizes interaction, relieves tension,

offers praise, listens empathetically, gives praise when appropriate, etc.

3. Ready and willing to work hard on the project: Well prepared, committed to the team’s goal, keeps

in touch, attends meetings.

Poor 1 2 3 4 5 6 7 8 9 10 Outstanding

SUMMARY OF POINT ALLOCATION

Your name: _______________ deserves _____% of team grade

Member’s name: _______________ deserves _____% of team grade

Note: Total of all members’ contributions above should equal 100 %

*This form was contributed by Ron Adler

SELF–CRITIQUE OF SPEECH

1. Overall impression: As I watched myself on video, my first comments and reactions

were:

2. Delivery: When I watch myself without sound, I notice the following about my:

• Eye contact

• Hands/gestures

3. Organization:

Strengths of my organization are:

4. Content:

Strengths of my content are:

5. After watching, I think my presentation would be better and clearer for the audience if

6. The best aspect of my presentation was: