20 Group Effort Analysis

Group Effort Analysis (GEA) Rubric


Achieving Well


Needs Work

Attendance and punctuality at meetings Present and punctual at all meetings/ lectures and communicated if any extenuating circumstances or irregularity occurred. Member present and on time at most meetings/lectures. When absence necessary, often informed team members and worked to resolve issues associated with absence. Member frequently absent or late, and did not inform or contact team about absence or tardiness
Participation in data collection, data analysis Meaningfully participated in all discussions, anticipated future needs of the group, and took initiative in monitoring group progress. Made an attempt to participate or partially participated in data collection and/or analysis, but did not contribute to the highest level for group progress. Member did not actively participate in data collection and did not contribute to group progress.
Preparedness for meetings Came prepared for all meetings with ideas/questions to discuss. Most of the time prepared prior to meeting time with ideas/questions to discuss. Did not prepare prior to class/group meeting.
Ability to listen to ideas/concerns of others Helped develop an atmosphere in the group where everyone’s ideas and concerns are heard by modeling patient and active listening. Patiently and actively listened to ideas and concerns of others most of the time Did not listen to or attempted to ignore ideas or concerns of others. Consistently dominated or withdrew from discussions.
Inclusion & Equity
Actively listens and promotes inclusion and equity; encourages others to share their opinions and skillsets. Works to balance contributions so no individual does the majority of the work or is being left out of process. Considerate of others’ perspectives, boundaries, preferences, and schedules. Sometimes listens and promotes equity and inclusion, yet may not always consider others’ perspectives, boundaries, preferences, schedules, or commitments. Aware of role in group and imbalances that may occur due to different personalities, but struggles to balance their contributions with other group members. Was inhospitable; socially or situationally unaware or unwilling to promote inclusion or equity. Did not consider other’s perspectives, identities, boundaries, preferences, schedules, or commitments; did not share or was inequitable with work or access to materials.
Cultural Humility
Open to diverse opinions and perspectives. Interrupts negative or microaggressive dialog. Consciously applies cultural respect; appropriate pronouns; refers to people by name and pronounces names correctly. Receptive to feedback on offensive speech or behavior when it occurs. Receptive to feedback on offensive speech or behavior when it occurs. Struggles to notice and/or interrupt microaggressive dialog including hurtful, racist, sexist comments. Frequently states opinions that may be offensive to a marginalized or underrepresented culture. Member was unwilling to listen or take actions to repair offense.
Ability to cooperate and/or compromise Welcomed discussion and critique of ideas in a supportive, cooperative positive environment. Worked to overcome negative, competitive group dynamics if necessary. Encouraged group to maintain high standards of group conduct. Worked cooperatively most of the time and compromised to help group achieve goals. Practiced competitive, uncooperative group behaviors that inhibited the group from achieving goals.
Participation in project planning Contributed meaningfully and participated in all discussions to plan the project. Made an attempt to understand the assignment and participate in the discussion. Did not actively participate in discussion and did not contribute to planning project.


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Process of Science Companion: Science Communication by University of Wisconsin-Madison Biology Core Curriculum (Biocore) is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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