Collaborative worksheets with impromptu student groups

In eight classes throughout the semester, students are asked to form groups and collaboratively apply their knowledge of the week’s topics. Under supervised conditions, students in each group write their names and student IDs into a shared worksheet and then respond to questions and record results from in-class activities. The papers are collected and later scanned into Gradescope to manage sorting, marking, and feedback via gradebook.
The ability for students to form bespoke groups accommodates one-off student absences from illness. A student may miss three of the eight classes without affecting their individual grade.

Advantages

The ability for students to form bespoke groups accommodates one-off student absences due to illness.
The format allows for peer learning under secure conditions.
Papers are stored electronically in UQ systems, negating any need to securely store paper originals.
The paper format allows for more than written responses and multiple-choice, such as maps or illustrations.

Challenges

The worksheet itself, and the Gradescope name and ID regions need to be configured to allow multiple students per paper.
It may take some time learning how to use a school multifunction printer to scan to a PDF document.
Consider alternatives for students with visual or motor disabilities, though this need is reduced by students working in groups.
More than one supervisor may be needed in larger class sizes to determine social loafing.

Tips for implementation

Calculating a student’s grade based on their best five of eight worksheets allows them to miss three of the eight classes without affecting their individual grade and removes the need for deferred assessment in most circumstances.
Consult with a learning designer the first few times you try this assessment.
More than one supervisor may be needed in large classes.

Learning outcomes

Be familiar with the ethics, history and legislative framework of cultural heritage management across Australia and Queensland
Recognise and apply the principles of The Burra Charter to heritage places
Apply Geographical Information Systems (GIS) methods to cultural heritage management
Communicate heritage concepts and findings for a variety of industry appropriate purposes, while demonstrating cultural safety

PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.

Humanities, Arts and Social Sciences Collaborative worksheets with impromptu student groups

Advantages

Challenges

Tips for implementation

Learning outcomes

Details