| 1. |
|
|
| 2. |
- Forsell, Johan, 1980-, et al.
(författare)
-
Group Work Assessment : Assessing Social Skills at Group Level
- 2020
-
Ingår i: Small Group Research. - : SAGE Publications. - 1046-4964 .- 1552-8278. ; 51:1, s. 87-124
-
Tidskriftsartikel (refereegranskat)abstract
- Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. The aim of this literature review is to explore and systematize research about group work assessment in educational settings. This is an integrated research area consisting of research combining group work and classroom assessment. A database search was conducted, inspired by the guidelines of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The analysis and categorization evolved into a typology consisting of five themes: (a) purpose of group work assessment, (b) what is assessed in group work, (c) methods for group work assessment, (d) effects and consequences of group work assessment, and (e) quality in group work assessment. The findings reveal that research in the field of group work assessment notably focuses on social skills and group processes. Peer assessment plays a prominent role and teachers as assessors are surprising absences in the reviewed research.
|
|
| 3. |
- Forsell, Johan, 1980-
(författare)
-
Grupparbetsbedömning på individnivå : Gymnasielärares möjligheter och utmaningar
- 2022
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingens syfte är att öka kunskapen om och förståelsen av gymnasielärares möjligheter och utmaningar med att genomföra grupparbetsbedömning på individnivå av elevers kunskaper och förmågor utvecklade i samarbete. Fokus är på om och i så fall hur lärares perspektiv förändras i samband med genomförandet av en grupparbetsuppgift i klassrummet som inkluderar lärares grupparbetsbedömning på individnivå. Syftet med avhandlingen besvaras genom en kvalitativ forskningsansats. Avhandlingen omfattar fyra empiriska delstudier. Den första delstudien, en systematisk litteraturgenomgång omfattade 83 publikationer. Den andra och tredje delstudien baserades på 12 intervjuer med sex gymnasielärare. Den fjärde delstudien, baserad på 24 videoobservationer av sex gymnasielärare. Avhandlingens resultat visar att tidigare forskning om grupparbetsbedömning har fokuserat på att särskilja vem som bidragit med vad vid grupparbete. Fokus har legat på elevers sociala förmågor och grupprocesser snarare än bedömning av elevers kunskaper och förmågor. Utmaningar lärare beskriver med grupparbetsbedömning är att kunna särskilja enskilda prestationer från gruppens. Att kunna särskilja elevers individuella kunskaper och förmågor hänger också samman med att kunna skaffa ett underlag för grupparbetsbedömning, vilket är avgörande för att få både validitet och reliabilitet i bedömningen. En specifik utmaning med grupparbetsbedömning är att tillgodose dess tudelade syfte att både kunna genomföra bedömningar av god kvalitet och samtidigt stödja gruppers samarbete. Genom att använda en metod för individuell grupparbetsbedömning med muntliga tvärgruppspresentationer kan lärare samla underlag för elevers individuella kunskaper och förmågor och samtidigt stötta gruppers samarbete vid grupparbete. Vid muntliga tvärgruppspresentationer är interaktion mellan lärare och elever och mellan elever viktigt för att kunna möjliggöra ett underlag för bedömning av elevers individuella kunskaper och förmågor. För att interaktion ska uppstå krävs det att läraren tar en aktiv roll vid tvärgruppspresentationer och stimulerar med frågor och reflektioner.
|
|
| 4. |
- Forsell, Johan, 1980-, et al.
(författare)
-
Teachers’ perceived challenges in group work assessment
- 2021
-
Ingår i: Cogent Education. - : Taylor & Francis. - 2331-186X. ; 8:1, s. -16
-
Tidskriftsartikel (refereegranskat)abstract
- Group work assessment is a challenging and complex practice for teachers. This study focuses on the challenges teachers perceive before and after participating in a group work assessment project that emphasizes individual assessment. By conducting a qualitative thematic analysis of twelve interviews with six teachers at upper secondary schools in Sweden, several challenges could be identified. The most prominent challenge concerning group work assessment is how to discern students’ individual performance within groups. This challenge has consequences for both the validity and the fairness of the assessment. Further, teachers experienced challenges with (un)fairness in group work assessment, in terms of both achieving fairness and having to deal with students’ emotions regarding perceived unfairness. The results also show how teachers perceive inadequate conditions, such as a lack of time and methods, and generate challenges in their practice, which is also related to reliability.
|
|
| 5. |
- Forslund Frykedal, Karin, 1961-, et al.
(författare)
-
Att göra det okända känt : Om bedömning av kunskaper och färdigheter vid arbete i grupp
- 2010
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- An encompassing knowledge interest in this project is to study what happens in the meetingbetween group work and assessment in the pedagogical practice. There seems to be adilemma between the demand for individual assessment of student’s knowledge and abilitiesand the demand of teaching collaboration abilities through group work. A previous studyconcerning teachers’ management of group work as classroom activity (Hammar Chiriac &Forslund Frykedal, 2010) reveals that assessment is a highly relevant factor when organisinggroup work in a school setting. In addition, teachers seem to experience difficulties andacknowledge some challenges and problems about assessing students working in a group. Toour knowledge this is a rather neglected research area and very little attention has been paid toresearch on assessment of students’ performance in collaborative situations.The main purpose in this study is to explore and comprehend teachers’ conceptions ofdifficulties and worries in connection with assessing students in collaborative situations.Furthermore, we intend to scrutinize what knowledge previous research may provide as acontribution to proficiency about assessment of group work.In the empirical study we have applied a grounded theory methodology and data havebeen assembled by means of group interviews. The informants were teachers, from forms 5-9in the nine-year compulsory school in Sweden.Previous research provides little theoretical knowledge or useful tools aiding the teachersin their task but comprises more of self- and peer assessment and how group members couldcontribute to the assessment.The result shows that teachers rather use informal than formal assessment. The informalassessment is mostly done by circulating in the classroom and observing the groups.Additionally, the result discloses that the teachers have difficulties to concretize and putwords on what and how they assess. In the discussion we present some pedagogicalimplications, which may be useful in the pedagogical practice. The pedagogical implicationsare based on empirical results and previous research.
|
|
| 6. |
- Forslund Frykedal, Karin, 1961-, et al.
(författare)
-
Efficacy beliefs and interdependence when being assessed working in a group
- 2019
-
Ingår i: Educational Studies. - : Informa UK Limited. - 0013-1946 .- 1532-6993 .- 0305-5698 .- 1465-3400. ; 47:5, s. 509-520
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate factors that can predict collective efficacy in student work groups year 5 and 8 at compulsory school and to see if there are gender and year differences for efficacy beliefs and aspects of interdependence. A total of 283 completed questionnaires were analysed. Hierarchical multiple regression was used to predict collective efficacy and 2 × 2 ANOVA was used to analyse gender and year differences and interactions for following five factors: collective efficacy, self-efficacy, negative interdependence, positive interdependence and importance of good assessment and marks. The result showed that independent of gender, year and school, self-efficacy, positive and negative interdependence predicted collective efficacy in connection with group work assessment. The result also showed that there were better conditions for cooperation in year 5 compared to year 8. Additionally, it was significantly more important for girls than boys to achieve good assessment and marks.
|
|
| 7. |
- Forslund Frykedal, Karin, 1961-, et al.
(författare)
-
Formative Written Feedback asa means for Promoting Collaboration and Individual Accountability
- 2022
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Group work can provide students with valuable opportunities for cooperative learning both of knowledge and abilities related to academic factors and of collaborative skills. However, the requirement from the curriculum to assess students’ knowledge andability individually in group work is a challenging and complex task for teachers. In addition, research on group work assessment in educational context is a neglected research area, and especially individual group work assessment. Accordingly, little theoretical knowledge or useful tools have been provided to assist teachers in this important but difficult task. A special challenge, compared to traditional assessment in education, seems to be how to discern individual knowledge from the joint work when assessing. One way for teachers to assess students during group work, and simultaneously promote their further work and learning, is to provide them with individual formative assessment, by employing feedback. Recent studies indicates that teachers’ feedback to the students also may support individual accountability,i.e., facilitates students’ ability to work more independently in group work where everyone is responsible for their part of the work but also for the group's joint assignments. Against this backdrop, the aim of this presentation is to explore and problematize in what way teachers’ formative written feedback, on students’ individual work during group work promotes or impedes collaboration and individual accountability.Social Interdependence Theory emphasizing positive interdependence as means for promoting collaboration as well as individual accountability for well-functioning groupwork, together with Shute’s (2008) guidelines for useful feedback, are utilized as overarching theoretical perspectives. Shute claims that there are several types of feedback that can be delivered and a large variability of the effects for the students. Useful feedback depends, according to Shute (2008), on motive, opportunity and means, that is, meet the student’s needs and is given when the student is prepared to use the feedback. The study focuses on written formative feedback as means for formative assessment. Data were obtained through 149 feedback documents from six teachers. Feedback was given during a group work assignment when students were working on the individual part of the common group task. The teachers were asked to use their own.The results display that the written feedback to the students includes comments on following levels: individual (“you”), group (“your group) and “not distinct” (not possibleto discern which level). Furthermore, the results display that the teachers convey feedback in manageable units, focusing on the task to enhance the quality of the work or to promote collaboration and individual accountability. Thus, the paper contributes with relevant Nordic educational research by presenting theoretical knowledge on the sparsely researched area concerning written individual feedback as a means for formative assessment in connection with group work assessment.
|
|
| 8. |
- Forslund Frykedal, Karin, 1961-, et al.
(författare)
-
Group work management in the classroom
- 2014
-
Ingår i: Scandinavian Journal of Educational Research. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0031-3831 .- 1470-1170. ; 58:2, s. 222-234
-
Tidskriftsartikel (refereegranskat)abstract
- This study aims to provide a better understanding of teachers’ managing roles when using group work in the classroom. Building on Granström’s (2007) two concepts of leadership and teachership, a more specific aim is to investigate teachers’ managing roles when using group work and how teachers’ presumptions affect the way in which they manage the pedagogical mode. The results show that teachers’ managing roles influence teachers’ willingness to use group work. Teachers may be unwilling to use group work based on their presumption that it teaches students only collaboration abilities and not subject knowledge. This may be a supplemental yet significant explanation as to why group work continues to decrease in classrooms.
|
|
| 9. |
- Forslund Frykedal, Karin, 1961-
(författare)
-
Individual feedback in connection with cooperative learning : a possible way to support individual accountability
- 2021
-
Ingår i: Academia Letters. - : Academia. - 2771-9359. ; , s. 1-8
-
Tidskriftsartikel (refereegranskat)abstract
- 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 this significant but difficult task. Besides, teachers often express feelings of uncertainty about how to 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 assessing in connection with CL (van Aalst, 2013; Johnson & Johnson, 2004). However, research is making progress and some promising findings, as well as practical tools, are beginning to emerge (e.g. Bookhart, 2013; Johnson & Johnson, 2004). Recent research also indicates that teachers’ feedback to the students may support students ability to work more independently in CL 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 equitability providing 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 formative assessment, by employing feedback. The objective in this paper is to explore and problematize if teachers’ formative assessment, by way of written feedback, on students’ individual work during CL supports or impedes student’s further work with the task, hence guiding or hampering the students’ possibility for individual accountability.
|
|
| 10. |
- Forslund Frykedal, Karin, 1961-, et al.
(författare)
-
Kooperativt lärande som interaktiv pedagogisk metod vid arbete i grupp
- 2018
-
Ingår i: VILÄR abstraktbok. - Trollhättan : Högskolan Väst. - 9789187531477 - 9789187531460 ; , s. 8-9
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Kooperativt lärande är en interaktiv pedagogisk metod i grupp där samarbete medtydlig struktur och gemensamt mål är grundläggande förutsättningar för lärandet. Följande centrala element behöver skapas i gruppen för att stödja lärprocesserna;gruppmedlemmarna (1) är ömsesidigt beroende av varandra, (2) stödjer varandra,(3) tar individuellt ansvar och (4) utvecklar sociala kompetens i samarbetet. Dessutom behövs en fortlöpande diskussion i gruppen om det gemensamma arbetet (Johnson & Johnson, 2013). Kooperativt lärande har sitt ursprung i USA men används i utbildningssammanhang runt om i världen. Metoden är användbar i olika lärandesammanhang, från skola och högre utbildning till arbetslivet. Det finns liknande interaktiva pedagogiska metoder varav några exempel är ”collaborative learning”, ”peer-learning” och ”problem-based learning”. Det som framförallt skiljer kooperativt lärande från övriga är tydligt definierade samarbetsmönster som kallas strukturer.Syftet med presentationen är att visa hur kommunikationen påverkar samarbetet igrupper som arbetar med kooperativt lärande som pedagogisk metod. Analys av inspelade videofilmer från arbete i grupp utgör empiriskt material. Den här studien har studerat kommunikation som en viktig del av kooperativt lärande. Resultatet visar att läraren i sin kommunikation till gruppen både stödjer och hindrar gruppens samarbete. När läraren ställer elaborerande frågor till gruppen eller ”passar tillbaka” till gruppen att själva fundera vidare ger det gruppen större möjligheter till att ta ansvar över arbetet och diskutionerna. Genom att direkt besvara gruppens frågor, eller omedelbart bekräfta rätt eller fel, motverkar läraren gruppens möjlighet att utveckla samarbetet. På liknande sätt kan kommunikationen bland gruppmedlemmarna både stödja och hindra gruppens samarbete. I studien vänder gruppmedlemmarna oftare till läraren med frågor i stället för att diskutera i gruppen.Sammanfattningsvis visar studien att om kooperativt lärande ska utvecklas behöver framförallt lärare men också gruppmedlemmar vara medvetna om vikten av att decentrala elementen i den pedagogiska metoden blir stöd för kommunikation och samarbete i gruppen.
|
|
