The aim of this study was to investigate factors that can predict collective efficacy in student work groups year 5 and 8 at compulsory school and to see if there are gender and year differences for efficacy beliefs and aspects of interdependence. A total of 283 completed questionnaires were analysed. Hierarchical multiple regression was used to predict collective efficacy and 2 × 2 ANOVA was used to analyse gender and year differences and interactions for following five factors: collective efficacy, self-efficacy, negative interdependence, positive interdependence and importance of good assessment and marks. The result showed that independent of gender, year and school, self-efficacy, positive and negative interdependence predicted collective efficacy in connection with group work assessment. The result also showed that there were better conditions for cooperation in year 5 compared to year 8. Additionally, it was significantly more important for girls than boys to achieve good assessment and marks.

This study investigated whether an intervention, in the form of short educational sessions, influenced pupils’experiences of group work or cooperative learning (CL). The hypothesis tested was that an intervention forteachers and pupils would lead to pupils’ increased (a) collective efficacy, (b) self-efficacy and, (c) positiveinterdependence, as well as (d) less negative interdependence. The participants were pupils from years 5 and 8 inthree compulsory schools in Sweden, working in 22 groups divided into one intervention group and one controlgroup (11 work groups in each condition). Data were collected through a questionnaire before and afterparticipation in the study and analysed using a repeated measure ANOVA and 2×2 ANOVA. The results showedan increased collective efficacy, self-efficacy and positive interdependence and a reduction of negativeinterdependence. The conclusion is that the intervention provided for teachers and pupils did have an effect, thuspromoting successful working as a group.

Ledningsgruppers samarbete har stor betydelse för gruppens förmåga att leda organisationen. Hur väl ledningsgruppen kan anpassa sig till kontext och uppgiften är viktiga faktorer. Med hjälp av SPGR genomförs under våren 2019 en studie av svenska hjälporganisationers ledningsgrupper. För att organisationerna så effektivt som möjligt ska kunna hjälpa de mest utsatta samhällsmedborgarna är ledarskapet centralt.

Syftet med studien är att undersöka och få en bild av hur ledningsgrupper inom svenska hjälporganisationer samarbetar och om och i så fall hur det påverkar deras förmågan att leda. Genom att komplettera SPGRS:s självskattningsenkät med fokusgruppssamtal är målsättningen att fördjupa förståelsen för de beteenden som visar sig i självskattningsenkäten.

Fokus vid i presentationen är att redogöra för studien och presentera några preliminära resultat.

Vården blir allt mer specialiserad och antalet professioner ökar. För att vården ska fungera krävs ett utvecklat interprofessionellt samarbete och enligt Världshälsoorganisationen, WHO, är interprofessionell utbildning en av de viktigaste vägarna till effektiv, patientsäker sjukvård. Syftet med denna presentation är att redogöra för en studie om samarbete och grupputveckling i interprofessionellt sammansatta basgrupper vid grundutbildningen till olika vårdprofessioner. Med stöd av SPGR (Systematisera Person – Grupp i Relation) observerades studenternas beteende vid videoinspelade basgruppsmöten under problembaserat lärande (PBL) med fokus på hur professionella roller och stereotyper påverkade basgruppernas samarbete och utveckling. Resultatet visar att samtliga basgrupper utvecklades men på olika sätt. Resultatet visar även att professionella stereotypiska beteenden minskade över tid samt att basgruppshandledarens agerande påverkade grupputvecklingen. En slutsats är att PBL kan vara ett sätt att minska stereotypt beteende i basgrupper och att handledarens stil är en viktig faktor för framgång med tillvägagångssättet. Fokus vid presentationen är att beskriva studien och dess resultat utifrån de gjorda observationerna med SPGR.

Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. The aim of this literature review is to explore and systematize research about group work assessment in educational settings. This is an integrated research area consisting of research combining group work and classroom assessment. A database search was conducted, inspired by the guidelines of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The analysis and categorization evolved into a typology consisting of five themes: (a) purpose of group work assessment, (b) what is assessed in group work, (c) methods for group work assessment, (d) effects and consequences of group work assessment, and (e) quality in group work assessment. The findings reveal that research in the field of group work assessment notably focuses on social skills and group processes. Peer assessment plays a prominent role and teachers as assessors are surprising absences in the reviewed research.

Research has shown that numerous psychological changes can occur in and through collective action. Previous research on psychological consequences of participation in collective action has mainly focused on one change at a time and has rarely included a theoretical explanation for the change. The present study therefore investigates the range and possible connections between changes occurring in collective action. We interviewed participants (n = 28) involved in an environmental campaign in Sweden which included interaction with the police. Through thematic analysis of the data we found that the participants connected several psychological changes to aspects of their participation. Specifically, participants related these changes to two intertwined processes: intergroup interaction and intragroup interaction. We suggest that intergroup interaction (specifically conflict with the police outgroup) can affect intragroup processes (e.g., support and unity), which in turn can influence psychological change (e.g., empowerment and skills). Through the study, we develop and contribute to previous research by: 1) documenting a range of possible changes occurring through collective action participation, and 2) exploring the different psychological processes related to the changes. The implications of this research and future challenges are discussed in relation to developing the social identity approach.

The aim of this workshop is to provide an opportunity for delegates to participate in an intervention as means for enhancing assessment skills in cooperative learning. To differentiate assessment of individuals' intellectual abilities, academic and social skills from the whole group's when using cooperative learning instructions is according earlier research a challenge for teachers (e.g. Forslund Frykedal & Hammar Chiriac, 2011; Ross & Rolheiser, 2003). In this workshop participants will take part in, discuss and reflect upon objects and methods concerning assessment in cooperative learning. This by, in small groups, use Social Interdependence Theoy's five elements (a) interdepedence, (b) accountability, (c) promotive interaction, (d) iterpersonal and small group skills and (e) group processes when reviewing and discerning assessable objects in cooperative situations. The discerned objects will then be presented, discussed nd reflected upon in cross-groups. Additionally, participation in the workshop also includes peer-assessment of group-members abilities and skills in terms of "two stars and a wish". During this interactive workshop, participants will work in different constellations, such as pairs, small groups and cross-groups, giving experiences in the interdependence between CL and assessment. An exercise that will give delegates assessment tools useful in pedagogical practice.

References

Forslund Frykedal, K., & Hammar Chiriac, E. (2011). Assessment of students' learning when working in groups. Educational Research, 3, 331-345.

Ross, J., & Rolheiser, C. (2003). Student assessment practices in co-opertive learning. In R.M. Gillies & A.F. Ashman (Eds.), Co-operative learning. The social and intellectual outcomes of learning in groups (pp.119-135). New York: Routledge.

Previous research has shown that teachers use an indistinct vocabulary, employfew concepts, and expose an embryonic professional language whentalking about group work assessment, thus indicating a lack of a professionallanguage. Building on Granström’s three different modes of language useeveryday, pseudo-meta- and meta-language, the purpose of this article was toexamine the teachers’ use of languages when talking about group work assessment.Specifically, if and how teachers’ use of modes of languages are influencedby them partaking in 1) a study about assessment in group work and2) in an intervention in form of a short educational session. Data were gatheredfrom interviews with eight teachers working in years five and eight infive Swedish compulsory schools and analysed both qualitatively and quantitatively.The results revealed that all of the teachers use Granstöm’s mode oflanguages to a varying degree when talking about assessment in cooperativesituations. A core finding was that intervention in the form of a short educationinfluenced the teachers’ way of talking in a positive way. By participatingin the intervention, the teachers developed and expanded their mode of language,thereby promoting the use of a common professional language aboutgroup work assessment.