Working cooperatively in groups is proven by numerous of studies to have positive effects on students learning. Researchers also describe how learning in groups comes with certain challenges and dilemmas.

Teachers find it challenging to assess abilities and knowledge learned within a group. Students’, on the other hand, may consider unfairness as a problem when teachers assess individual abilities and knowledge based on the whole group. This ongoing research projects aim is to investigate how a short educational intervention can influence teachers´ understanding of assessment of abilities and knowledge learned in groups and how to develop new strategies to cope differently with the problems and dilemmas tied to the subject.

The study is carried out in Swedish upper secondary high schools (students 15-18 years). The research includes six teachers who realize the same group task in their classes. Three of the teachers will function as a control group and get the intervention after the group project is carried out. The main content of the educational intervention is theories of how to assess abilities and knowledge learned in groups.

Data is collected by individual interviews with the teachers and group interviews with students before and after the intervention and group project are carried out. Data will also be collected by video observation during the group project. This study will contribute with new important insights and knowledge of how teachers assess abilities and knowledge learned in groups and how they can develop strategies to cope with the challenges that comes with that.