Assessing Internal Group Processes in Collaborative Assignments

Autor/in	Nelson, Trudi J.
Titel	Assessing Internal Group Processes in Collaborative Assignments
Quelle	In: English Journal, 100 (2011) 6, S.41-46 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Cooperative Learning; Group Dynamics; Ethics; Teaching Methods; Assignments; Surveys; Education Majors; Higher Education; Feedback (Response); Evaluation + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Gruppendynamik; Ethik; Teaching method; Lehrmethode; Unterrichtsmethode; Assignment; Auftrag; Zuweisung; Survey; Umfrage; Befragung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Evaluierung
Abstract	As teachers consider ethics, they find that it may often look like a student issue. It may be discussions of plagiarism, social justice, honesty, bullying, privacy, child labor, free speech, inequity. However, even as teachers struggle with ways to model ethics or "teach" ethics, they find that their teaching practices may warrant reflection. One of these may be the question of distinguishing between the group and the individual when assessing products done in a group-work setting. Involving students in close examinations of their work in groups can increase the effectiveness of collaborative learning strategies. However, asking them to work in groups can also raise practical and ethical questions about assessment. Drawing on a survey of her students, the author discusses some of these issues and suggests workable solutions. (Contains 1 figure.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10