Ask Before You Assign: Group Work Survey

This resource provides questions to ask on a short survey to explore how students actually work. This enables group creation to be built on how students might work together. Group work with students can lead to friction based on misaligned work patterns and rhythms. A last-minute crammer paired with three early finishers will clash before the project even starts. Asking a few quick questions before groups are formed can address mismatches before they start, and provide opportunities for student to discuss how to address their difference in work styles as opposed to instructors mediating group disagreements later in the term.

The 5-Question Work-Style Check

Send this with the assignment prompt, before teams are set. Copy the wording as-is, or adapt it to specific course needs.

  1. PACE & DEADLINES When it comes to deadlines, I…
    1. Finish early
    2. Work steadily toward the date
    3. Do my best work under pressure, last-minute
  2. OF DAY I do my most focused work…
    1. In the morning
    2. In the afternoon
    3. At night
    4. No strong preference
  3. FOCUS ENVIRONMENT While I work, I prefer…
    1. Quiet
    2. Minimal distractions
    3. Background noise or music
    4. Either is fine
  4. STAYING IN TOUCH Between meetings, I’d rather…
    1. Check in often
    2. Touch base once, then reconnect near the end
    3. Message async, no set schedule
    4. I try to respond when I can around my other commitments  
  5. PLANNING STYLE When a project starts, I like to…
    1. Map out tasks and a timeline right away
    2. Sketch a rough plan, then adjust
    3. Dive in and figure it out as we go
    4. Do what I am assigned

Optional Add-On Questions 

These go deeper than day-to-day logistics. Consider adding them if there is room or if they would be useful. These specific questions are especially useful for longer or higher-stakes projects, or for courses where instructors may want to watch for students who may need extra support in a team setting.

  1. MEETING MODE For team meetings, I’d rather…
    1. Meet in person
    2. Meet online or by video call
    3. Either works
    4. Keep meetings async if at all possible
  2. TEAM ROLE In a group, I naturally gravitate toward…
    1. Organizing the group and keeping us on track
    2. Generating ideas
    3. Doing the hands-on work
    4. Keeping people motivated and checking in
  3. AVAILABILITY Outside of class, I’m generally free…
    1. Early mornings
    2. Evenings
    3. Weekends
    4. It depends, my schedule is tight — I’ll need advance notice
  4. FEEDBACK STYLE When I disagree with a teammate’s approach, I…
    1. Say so right away, directly
    2. Bring it up carefully, or write it out first
    3. Wait and see if it resolves itself
    4. Would rather someone else raise it
  5. COMFORT WITH GROUP WORK Group projects, for me, are…
    1. Something I enjoy
    2. Fine, just another part of the course
    3. A source of stress I could do without

Match or Mix — On Purpose

Match on this: Some of the questions are logistics, not strengths. Mismatches here cause friction, not growth. Grouping students who are close on pace, time of day, and focus environment cuts down on scheduling fights and “why didn’t you answer my 11pm text” moments.

Mix on this: There may be places where instructors intentionally want to mix groups as part of the group learning benefits desired. Group work benefits from different perspectives: background, skills, and how students approach a problem. Team role often works best mixed, such as a group of five organizers, or five idea-generators, can struggle just as much as a badly mismatched pace group. Communication and planning style can go either way: match for a smoother first project, mix once students have practice working together.

Implementation Tips

Ask before groups exist, not after. Send the survey with the assignment prompt. Once teams are announced, the answers only explain problems, they can no longer prevent them.

Keep it short and low-stakes. Five questions and two minutes for the core set; treat the optional five as an add-on, not a doubling of the ask. Frame it as “help me group you well,” and tell students why they are being asked. A one-line note, “I use this to build teams that work well together, not to judge how you work” can noticeably improve response quality.