Page 348 - Effective group discussion theory and practice by Adams, Katherine H. Brilhart, John K. Galanes, Gloria J

Tools for Assessing and Evaluating Groups 331

TABLE 12.6
Date _________________________ Participant rating
Observer _____________________ scale
(Name of participant)
1. Contributions to the content of the discussion (relevant information, issue-
centered arguments, adequate reasoning, etc.).
5 4 3 2 1
outstanding in fair share few or none
quality and quantity
2. Contributions to efficient group procedures (agenda planning, responding to
prior comments, summaries).
5 4 3 2 1
always relevant, aided relevant, no sidetracked,
organization aid in order confused group
3. Degree of group orientation and cooperation (listening to understand,
responsible, agreeable, group centered, open-minded).
5 4 3 2 1
very responsible self-centered
and constructive
4. Speaking competency (clear, to group, one point at a time, concise).
5 4 3 2 1
brief, clear, vague, indirect,
to group wordy
5. Overall value to the group.
5 4 3 2 1
most valuable least valuable
Suggestions:

even her own performance as leader. Stopping to ask, “How are we doing?” can help a
group completely change its direction or fine-tune an already effective process.
Almost any characteristic of individual behavior can be evaluated with an appro-
priate scale. Many different types of scales, surveys, and forms are available for this
purpose; most of these instruments are easily modified. If a group cannot find a pre-
existing scale that suits its purpose, members or the leader should feel free to create a
scale tailored specifically for what the group needs to know. Examples of two partici-
pant rating scales are provided in Table 12.6 and Table 12.7. Table 12.6 is a simple
rating form, originally designed by students, that can be given to each participant and
quickly tallied. Participants can complete these scales anonymously about each other,
then distribute them to the person being rated Web-based services like SurveyMonkey
mentioned earlier can be used to distribute the survey and collect its data. We use
something similar in our classes to help students in project groups understand how
their behavior is perceived by others. In some cases, what students think they are

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