Assessing collaborative, project-based learning experiences: Drawing from three data sources

摘要: The value of project-based, collaborative assignments has been established both theoretically and empirically in a significant body literature. This type learning experience shown to promote long-term retention material, foster the higher-order cognitive activities such as analysis, synthesis evaluation, introduce student an that closely models environment he or she will encounter workforce. Students faculty, however, indicate fair meaningful evaluation assignment is overarching concern. Since group-interaction elements this are great interest - especially terms measuring constructs group productivity, division labor, teamwork skills detecting instances social loafing cannot be based solely on assessment by instructor final product produced team. A blending instructor, self, peer entire process indicated. problems associated with gathering, weighing, analyzing data from multifaceted quite daunting. There is, furthermore, little consensus what available how it can effectively processed facilitate conducted ALN. goal study was develop reliable valid instrument for conducting three-pronged (instructor, peer) assignments.