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Individual feedback in connection with cooperativelearning – a possible way to support individualaccountability
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.ORCID iD: 0000-0003-1391-3346
Institutionen för betendevetenskap och lärande (IBL), Avd. för psykologi, Linköpings universitet, Linköping (SWE).
2021 (English)In: Acadmia LettersArticle in journal (Other academic) Published
Abstract [en]

Previous research shows that very few studies concerning assessment in connection with cooperative learning (CL) has been conducted (van Aalst, 2013; Forsell et al., 2020). Accordingly,very little theoretical knowledge or useful tools have been provided to assist teachers in thissignificant but difficult task. Besides, teachers often express feelings of uncertainty about howto make group work assessments (Ross & Rolheiser, 2003) and a special challenge seems tobe how to disentangle the individual from the joint work when assessing (Forsell et., al 2020).Consequently, there is a need to develop theoretical knowledge and instruments for assessingin connection with CL (van Aalst, 2013; Johnson & Johnson, 2004). However, research ismaking progress and some promising findings, as well as practical tools, are beginning toemerge (e.g. Bookhart, 2013; Johnson & Johnson, 2004). Recent research also indicates thatteachers’ feedback to the students may support students ability to work more independently inCL and thereby gain more equal opportunities in the their work (Forslund Frykedal & HammarChiriac, 2018). Assessment in connection with CL can also be about the quest for equitabilityproviding students with equal educational opportunity, as students tend to find assessment inconnection with CL unjust (Forslund Frykedal & Hammar Chiriac, 2016).One way for teachers to assess students during CL is to provide the students with formativeassessment, by employing feedback. The objective in this paper is to explore and problematize if teachers’ formative assessment, by way of written feedback, on students’ individualwork during CL supports or impedes student’s further work with the task, hence guiding orhampering the students’ possibility for individual accountability

Place, publisher, year, edition, pages
Academia , 2021.
Keywords [en]
feedback, cooperative learning, CL, accountability
National Category
Pedagogy Didactics Pedagogical Work
Research subject
Work Integrated Learning
Identifiers
URN: urn:nbn:se:hv:diva-18029OAI: oai:DiVA.org:hv-18029DiVA, id: diva2:1626933
Available from: 2022-01-12 Created: 2022-01-12 Last updated: 2022-01-12

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Academia Letters(298 kB)113 downloads
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Citation style
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