| 11. |
- Forslund Frykedal, Karin, 1961-, et al.
(författare)
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Läraren som arbetsledare vid grupparbete i klassrummet
- 2011
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Ingår i: The individual and the group - Future chalanges. - Göteborg : University of Gothenburg. - 9789163392382 ; , s. 8-18
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of this paper is to increase and deepen the knowledge about teacher’s management of group work in the classroom. A more specific aim is to create and present a model illustrating different possible ways for teachers’ management appropriate for group work. The result shows that it is beneficial, but not sufficient, to use the two concepts leadership and teachership, to create a complete model. To ascertain a complete model it is also necessary to pay attention to the teachers’ considerations, which play a decisive influence on teachers’ willingness to use group work. By combining leadership, teachership and considerations it was possible to create and present a model of four possible ways for teachers’ management pertaining group work.
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| 12. |
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| 13. |
- Forslund Frykedal, Karin, 1961-, et al.
(författare)
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To make the unknown known. Assessment in group work among students
- 2017
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Ingår i: Journal of Education Research. - New York : Nova Science Publishers, Inc.. - 1935-052X. ; 10:2, s. 149-162
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Tidskriftsartikel (refereegranskat)abstract
- When group work is used as pedagogical practice in compulsory schools, teachers are expected to assess each student’s individual knowledge even if learning has been gained in interaction with other students. This can be particularly challenge for teachers, i.e., the dilemma of reconciling the demands for individual assessment while fulfilling the demand to teach cooperation abilities through group work. Earlier studies concerning group work as classroom activity (Forslund Frykedal & Hammar Chiriac, 2010, 2011; Hammar Chiriac & Forslund Frykedal, 2011) reveal that assessment is a highly relevant but challenging factor when organising group work in educational settings. To our knowledge, assessment in group work is a rather neglected research area with very little attention being paid to research about this phenomenon. Previous research therefore provides little theoretical knowledge or useful tools to assist teachers in resolving these apparently conflicting demands. The main focus in this chapter is to present and elucidate our current knowledge about assessment in group work. Some of the aspects considered and problematized in this chapter are: Purpose of the assessment;What is assessed;How the assessment is carried out;Which level is in focus – individual level, group level or both;How the feedback is implemented; andWho is assessing – teacher, students or both. Furthermore, an empirically grounded model with the purpose of clarifying different aspects of group assessment will be presented. Finally, the chapter is concluded with some pedagogical implications being suggested.
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| 14. |
- Hammar Chiriac, Eva, Biträdande professor, 1961-, et al.
(författare)
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An Educational Intervention to Increase Efficacy and Interdependence in Group Work
- 2019
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Ingår i: Education Quarterly Reviews. - : Asian Institute of Research. - 2621-5799. ; , s. 435-447
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated whether an intervention, in the form of short educational sessions, influenced pupils' experiences of group work or cooperative learning (CL). The hypothesis tested was that an intervention for teachers and pupils would lead to pupils' increased (a) collective efficacy, (b) self-efficacy and, (c) positive interdependence, as well as (d) less negative interdependence. The participants were pupils from years 5 and 8 in three compulsory schools in Sweden, working in 22 groups divided into one intervention group and one control group (11 work groups in each condition). Data were collected through a questionnaire before and after participation in the study and analysed using a repeated measure ANOVA and 2×2 ANOVA. The results showed an increased collective efficacy, self-efficacy and positive interdependence and a reduction of negative interdependence. The conclusion is that the intervention provided for teachers and pupils did have an effect, thus promoting successful working as a group.
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| 15. |
- Hammar Chiriac, Eva, 1961-, et al.
(författare)
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Assessment of knowledge and abilities in cooperative learning
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- When cooperative learning is used as pedagogical practice in Swedish compulsory schools teachers are expected to assess each student’s level of abilities in relation to knowledge requirements in the National Curriculum 2011. The request for individual assessment in addition to the demand of teaching collaboration abilities seems to be a challenge for teachers.The aim of this project is to study assessment of knowledge and abilities in cooperative learning, but also if it is possible to train teachers’ and students ability to assess by use of education.The study has an experimental longitudinal design with three experimental groups, randomly assigned to two different interventions or to a control group. Data are collected before, during and after the intervention, by means of several sources.The main purpose of this presentation is to present some preliminary results based on analysis of interviews with teachers.Preliminary results elucidate some of the teachers’ problems concerning assessment in cooperative learning as well as some pedagogical implications. For both cooperative learning and assessment to function optimally it seems to be of vital importance that teachers have the necessary competence to construct clearly structured tasks, select abilities that are possible to assess but also have knowledge about how to assess these abilities during the group work.This presentation summarises and elucidates an urgent and basic problem in the pedagogical practice that may generate knowledge of importance for teachers’ professional practice and further development of cooperative learning in the classroom.
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| 16. |
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| 17. |
- Hammar Chiriac, Eva, Professor, 1961-, et al.
(författare)
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Individual Group Work Assessment in Cooperative Learning: Possibilities and Challenges
- 2023. - 1
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Ingår i: Contemporary Global Perspectives on Cooperative Learning Applications Across Educational Contexts. - New York : Routhledge. - 9781032213934 ; , s. 94-108
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Bokkapitel (refereegranskat)abstract
- Combining individual group work assessment with expectations of collaboration and shared learning can be seen as a paradox. In this chapter we explore and problematise whether it is possible to combine cooperative learning, an approach that has great potential to contribute to joint knowledge development between students, with teacher’s curricula knowledge requirements to assess student knowledge and abilities individually. The latter can create competition between the students. We propose adding a further dimension of contemporary global perspectives on cooperative learning in education by increasing knowledge about what happens in the meeting between cooperative learning and individual group work assessment. We will address some salient possibilities and challenges regarding individual group work assessment based on theory and research, but primarily we will discuss results from our group work assessment intervention project. We will also contribute by noting some practical implications presented as recommendations for teachers who employ the assessment practice when using cooperative learning.
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| 18. |
- Hammar Chiriac, Eva, 1961-, et al.
(författare)
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Intervention as a means to improving assessment practice in cooperative learning : Session 5, Workshop Saturday 15:30 to 17:00
- 2019
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Ingår i: Cooperative Learning in Far-East Asia and the World.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this workshop is to provide an opportunity for delegates to participate in an intervention aimed at enhancing assessment skills in cooperative learning. Differentiating assessment of individuals' intellectual abilities, academic and social skills from that of the whole group's achievements when using cooperative learning instruction is, according to earlier research, a challenge for teachers (e.g., Forslund Frykedal & Hammar Chiriac, 2011; Ross & Rolheiser, 2003). In this workshop participants will take part in, discuss and reflect upon objects and methods concerning assessment in cooperative learning, by using, the Social Interdependence Theory's five elements; (a) interdependence, (b) accountability, (c) promotive interaction, (d) interpersonal and small group skills, and (e) group processes, when reviewing and discerning assessable objects in a cooperative situation. The discerned objects will then be presented, discussed and reflected upon in cross-groups. Additionally, participation in the workshop also includes peer-assessment of group-members' abilities and skills in terms of "two stars and a wish". During this interactive workshop, participants will work in different constellations, such as pairs, small groups and cross-groups, giving experiences in the interdependence between CL and assessment. It's an exercise giving delegates assessment tools useful in pedagogical practice.
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| 19. |
- Hammar Chiriac, Eva, 1961-, et al.
(författare)
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Intervention as a means to improving assessment practice in cooperative learning
- 2019
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Ingår i: Cooperative Learning in Far-East Asia and the World: Achieving and Sustaining Excellence.
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Konferensbidrag (refereegranskat)abstract
- The aim of this workshop is to provide an opportunity for delegates to participate in an intervention as means for enhancing assessment skills in cooperative learning. To differentiate assessment of individuals' intellectual abilities, academic and social skills from the whole group's when using cooperative learning instructions is according earlier research a challenge for teachers (e.g. Forslund Frykedal & Hammar Chiriac, 2011; Ross & Rolheiser, 2003). In this workshop participants will take part in, discuss and reflect upon objects and methods concerning assessment in cooperative learning. This by, in small groups, use Social Interdependence Theoy's five elements (a) interdepedence, (b) accountability, (c) promotive interaction, (d) iterpersonal and small group skills and (e) group processes when reviewing and discerning assessable objects in cooperative situations. The discerned objects will then be presented, discussed nd reflected upon in cross-groups. Additionally, participation in the workshop also includes peer-assessment of group-members abilities and skills in terms of "two stars and a wish". During this interactive workshop, participants will work in different constellations, such as pairs, small groups and cross-groups, giving experiences in the interdependence between CL and assessment. An exercise that will give delegates assessment tools useful in pedagogical practice.ReferencesForslund Frykedal, K., & Hammar Chiriac, E. (2011). Assessment of students' learning when working in groups. Educational Research, 3, 331-345.Ross, J., & Rolheiser, C. (2003). Student assessment practices in co-opertive learning. In R.M. Gillies & A.F. Ashman (Eds.), Co-operative learning. The social and intellectual outcomes of learning in groups (pp.119-135). New York: Routledge.
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| 20. |
- Hammar Chiriac, Eva, 1961-, et al.
(författare)
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Lärares ledarskap vid grupparbete
- 2013. - 3
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Ingår i: Handbok för grupparbete. - Lund : Studentlitteratur. - 9789144082127 ; , s. 139-149
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer.Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studerande och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisning. I denna tredje upplaga av boken har alla kapitel vidareutvecklats och aktualiserats. Dessutom har antologin kompletterats med några för boken nya aspekter som är av intresse och bör beaktas för att skapa fungerande grupparbete i undervisning, nämligen ledarskap och bedömning vid grupparbete.Handbok för grupparbete vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildningsprogram. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av bokens innehåll.
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