Exploring Construct and Consequential Validity of Collaborative Learning Assessment in Higher Education

IF 3 3区 心理学 Q2 MANAGEMENT
H. Meijer, J. Brouwer, R. Hoekstra, J. Strijbos
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引用次数: 2

Abstract

Despite the advance of collaborative learning in higher education, there is a tension between its assessment and the orientation on students’ individual domain-specific abilities (e.g., knowledge and/or skills) of most higher education curricula. We examined the construct and consequential validity of group assessment, individual assessment, and combined assessment of collaborative learning. Findings showed that the construct and consequential validity of these assessment methods can vary widely within and across cohorts. In view of these findings and considering pragmatic and didactic considerations, combined assessment of collaborative learning might be better suited than group assessment and individual assessment of collaborative learning.
高等教育合作学习评价的构建及其因果有效性探讨
尽管协作学习在高等教育中取得了进步,但它的评估与大多数高等教育课程对学生个人特定领域能力(如知识和/或技能)的定位之间存在紧张关系。我们考察了小组评估、个人评估和联合评估的结构和结果效度。研究结果表明,这些评估方法的结构和相应的有效性可能在队列内部和跨队列中有很大差异。鉴于这些发现,并考虑到实用主义和教学的考虑,联合评估协作学习可能比小组评估和个人评估协作学习更适合。
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来源期刊
CiteScore
6.70
自引率
5.40%
发文量
37
期刊介绍: Policy: Small Group Research is an international and interdisciplinary journal presenting research, theoretical advancements, and empirically supported applications with respect to all types of small groups. Through advancing the systematic study of small groups, this journal seeks to increase communication among all who are professionally interested in group phenomena.
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