All Together Now? College Students ' Preferred Project Group Grading Procedures

Three hundred sixty undergraduate students were randomly assigned to evaluate 1 of 12 versions of a hypothetical college syllabus from a course in which student project groups were used. As hypothesized, students reported the highest course-enrollment intentions and most positive perceptions of the group grading procedure when both individual and group performance on the group project was evaluated. In addition, students with low grade point averages (GPAs) exhibited stronger course-enrollment intentions than students with high GPAs when group work accounted for a high percentage (50%) of students ' course grades and when group performance was eval-uated. Contrary to hypotheses, students did not prefer courses in which they had input into the grading of their group work. Implications for the use of group grading procedures are discussed, in addition to future research directions. Increasingly, instructors choose to introduce some form of group work in their classrooms (e.g., Johnson & Johnson, 1989), often report-ing a number of benefits resulting from suc