Publication

Unfolding collaborative learning assessment literacy: A reflection on current assessment methods in higher education

Meijer, H., Hoekstra, R., Brouwer, J. & Strijbos, J. W., 6-Mar-2020, In : Assessment & Evaluation in Higher Education.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Meijer, H., Hoekstra, R., Brouwer, J., & Strijbos, J. W. (2020). Unfolding collaborative learning assessment literacy: A reflection on current assessment methods in higher education. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2020.1729696

Author

Meijer, Hajo ; Hoekstra, Rink ; Brouwer, Jasperina ; Strijbos, J.W. / Unfolding collaborative learning assessment literacy : A reflection on current assessment methods in higher education. In: Assessment & Evaluation in Higher Education. 2020.

Harvard

Meijer, H, Hoekstra, R, Brouwer, J & Strijbos, JW 2020, 'Unfolding collaborative learning assessment literacy: A reflection on current assessment methods in higher education', Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2020.1729696

Standard

Unfolding collaborative learning assessment literacy : A reflection on current assessment methods in higher education. / Meijer, Hajo; Hoekstra, Rink; Brouwer, Jasperina; Strijbos, J.W.

In: Assessment & Evaluation in Higher Education, 06.03.2020.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Meijer H, Hoekstra R, Brouwer J, Strijbos JW. Unfolding collaborative learning assessment literacy: A reflection on current assessment methods in higher education. Assessment & Evaluation in Higher Education. 2020 Mar 6. https://doi.org/10.1080/02602938.2020.1729696


BibTeX

@article{8401370878d34597b23dcbad8be16d40,
title = "Unfolding collaborative learning assessment literacy: A reflection on current assessment methods in higher education",
abstract = "Over the past two decades, curricula in higher education increasingly incorporated collaborative learning. However, due to (a) large variations in students’ domain-specific abilities (e.g. knowledge and/or skills) and the effort they invest into the collaboration and (b) teachers’ limited knowledge about how to assess collaborative learning, two main challenges arise. The first challenge concerns ensuring construct validity of the assessment methods, that is, whether an assessment accurately measures students’ domain-specific abilities. The second challenge originates from the potential of assessment methods to elicit student behaviour that is misaligned with the objectives of collaborative learning (e.g. free-riding behaviour). This paper aims to enhance teachers’, researchers’, and students’ awareness for and need to develop what we refer to as ‘collaborative learning assessment literacy’. In particular, we will discuss the two challenges in relation to three frequently used and discussed methods for assessing collaborative learning —group assessment, individual assessment, and group assessment combined with intra-group peer assessment—with specific attention to the purpose of assessment (i.e. formative and summative). Implications of the two challenges as well as their relation to other core components in the design of any collaborative learning setting (e.g. group constellation) will be discussed",
author = "Hajo Meijer and Rink Hoekstra and Jasperina Brouwer and J.W. Strijbos",
year = "2020",
month = "3",
day = "6",
doi = "10.1080/02602938.2020.1729696",
language = "English",
journal = "Assessment & Evaluation in Higher Education",
issn = "0260-2938",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - Unfolding collaborative learning assessment literacy

T2 - A reflection on current assessment methods in higher education

AU - Meijer, Hajo

AU - Hoekstra, Rink

AU - Brouwer, Jasperina

AU - Strijbos, J.W.

PY - 2020/3/6

Y1 - 2020/3/6

N2 - Over the past two decades, curricula in higher education increasingly incorporated collaborative learning. However, due to (a) large variations in students’ domain-specific abilities (e.g. knowledge and/or skills) and the effort they invest into the collaboration and (b) teachers’ limited knowledge about how to assess collaborative learning, two main challenges arise. The first challenge concerns ensuring construct validity of the assessment methods, that is, whether an assessment accurately measures students’ domain-specific abilities. The second challenge originates from the potential of assessment methods to elicit student behaviour that is misaligned with the objectives of collaborative learning (e.g. free-riding behaviour). This paper aims to enhance teachers’, researchers’, and students’ awareness for and need to develop what we refer to as ‘collaborative learning assessment literacy’. In particular, we will discuss the two challenges in relation to three frequently used and discussed methods for assessing collaborative learning —group assessment, individual assessment, and group assessment combined with intra-group peer assessment—with specific attention to the purpose of assessment (i.e. formative and summative). Implications of the two challenges as well as their relation to other core components in the design of any collaborative learning setting (e.g. group constellation) will be discussed

AB - Over the past two decades, curricula in higher education increasingly incorporated collaborative learning. However, due to (a) large variations in students’ domain-specific abilities (e.g. knowledge and/or skills) and the effort they invest into the collaboration and (b) teachers’ limited knowledge about how to assess collaborative learning, two main challenges arise. The first challenge concerns ensuring construct validity of the assessment methods, that is, whether an assessment accurately measures students’ domain-specific abilities. The second challenge originates from the potential of assessment methods to elicit student behaviour that is misaligned with the objectives of collaborative learning (e.g. free-riding behaviour). This paper aims to enhance teachers’, researchers’, and students’ awareness for and need to develop what we refer to as ‘collaborative learning assessment literacy’. In particular, we will discuss the two challenges in relation to three frequently used and discussed methods for assessing collaborative learning —group assessment, individual assessment, and group assessment combined with intra-group peer assessment—with specific attention to the purpose of assessment (i.e. formative and summative). Implications of the two challenges as well as their relation to other core components in the design of any collaborative learning setting (e.g. group constellation) will be discussed

U2 - 10.1080/02602938.2020.1729696

DO - 10.1080/02602938.2020.1729696

M3 - Article

JO - Assessment & Evaluation in Higher Education

JF - Assessment & Evaluation in Higher Education

SN - 0260-2938

ER -

ID: 118802446