Group Work Assessment Intervention Project--A Methodological Perspective

Autor/inn/en	Hammar Chiriac, Eva; Forslund Frykedal, Karin
Titel	Group Work Assessment Intervention Project--A Methodological Perspective
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2095885 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hammar Chiriac, Eva) ORCID (Forslund Frykedal, Karin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2095885
Schlagwörter	Cooperative Learning; Self Evaluation (Groups); Intervention; Evaluation Methods; Elementary School Students; Mathematics Education; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Mathematische Bildung; Ausland; Schweden
Abstract	The assessment of individual knowledge and abilities should be frequently undertaken when learning is developed in interactions with other students, such as in group work and/or cooperative learning. Previous research reveals that group work assessment is a neglected research area, and this applies in particular to group work assessment interventions studies. The focus of this article is methodological, and its aim is to provide a reflective and critical account of a group work assessment intervention project, and the implications of the different choices made in this process. The intervention project that was scrutinized had a mixed-method longitudinal quasi-experimental design, and interventions in the form of shorter educational sessions were central to the project. Both qualitative and quantitative data were collected, analyzed, and compiled. The methodological issues discussed and problematized were the importance of (a) establishing collaboration with teachers; (b) well-thought-out and delimited methodological choices, and subsequent consequences; and (c) including both teachers and students to secure successful effects of the interventions. As a result of the study, it was concluded that intervention could be beneficial as a means of increasing the scientific knowledge in relation to intervention studies, and also to the emerging discourse on group work assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01