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To make the unknown known. Assessment in group work among students
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0003-1391-3346
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0002-7117-5620
2017 (English)In: Journal of Education Research, ISSN 1935-052X, Vol. 10, no 2, 149-162 p.Article in journal (Refereed) Published
Abstract [en]

When group work is used as pedagogical practice in compulsory schools, teachers are expected to assess each student’s individual knowledge even if learning has been gained in interaction with other students. This can be particularly challenge for teachers, i.e., the dilemma of reconciling the demands for individual assessment while fulfilling the demand to teach cooperation abilities through group work. Earlier studies concerning group work as classroom activity (Forslund Frykedal & Hammar Chiriac, 2010, 2011; Hammar Chiriac & Forslund Frykedal, 2011) reveal that assessment is a highly relevant but challenging factor when organising group work in educational settings. To our knowledge, assessment in group work is a rather neglected research area with very little attention being paid to research about this phenomenon. Previous research therefore provides little theoretical knowledge or useful tools to assist teachers in resolving these apparently conflicting demands. The main focus in this chapter is to present and elucidate our current knowledge about assessment in group work. Some of the aspects considered and problematized in this chapter are:

 

  • Purpose of the assessment;
  • What is assessed;
  • How the assessment is carried out;
  • Which level is in focus – individual level, group level or both;
  • How the feedback is implemented; and
  • Who is assessing – teacher, students or both.

 

Furthermore, an empirically grounded model with the purpose of clarifying different aspects of group assessment will be presented. Finally, the chapter is concluded with some pedagogical implications being suggested.

Place, publisher, year, edition, pages
New York: Nova Science Publishers, Inc., 2017. Vol. 10, no 2, 149-162 p.
Keyword [en]
Group work; Group work assessment; Assessment; Students;
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-136826OAI: oai:DiVA.org:liu-136826DiVA: diva2:1091749
Funder
Swedish Research Council, 721-2012-5476
Available from: 2017-04-27 Created: 2017-04-27 Last updated: 2017-05-11Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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