{"title":"高等教育合作学习评价的构建及其因果有效性探讨","authors":"H. Meijer, J. Brouwer, R. Hoekstra, J. Strijbos","doi":"10.1177/10464964221095545","DOIUrl":null,"url":null,"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.","PeriodicalId":47912,"journal":{"name":"Small Group Research","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Exploring Construct and Consequential Validity of Collaborative Learning Assessment in Higher Education\",\"authors\":\"H. Meijer, J. Brouwer, R. Hoekstra, J. Strijbos\",\"doi\":\"10.1177/10464964221095545\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":47912,\"journal\":{\"name\":\"Small Group Research\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2022-07-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Small Group Research\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/10464964221095545\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"MANAGEMENT\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Small Group Research","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/10464964221095545","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"MANAGEMENT","Score":null,"Total":0}
Exploring Construct and Consequential Validity of Collaborative Learning Assessment in Higher Education
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.
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.