A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
ASSESSMENT STRATEGIES USED WITH COOPERATIVE LEARNING TASKS IN GRADES 7 THROUGH 12
Bethany Lee Bosold, Ed. D.
December, 1998

RETURN
edited 12/20/00

 


ABSTRACT

One of the eight most commonly listed standards across schools in the United States is students' ability to work cooperatively (Marzano, 1994). Teachers are using cooperative learning strategies with their students and assessing student performance on tasks completed in cooperative groups. Grading and reporting practices, however, have traditionally focused on measures of individual student achievement. A variety of methods are used to evaluate progress of students working cooperatively (Johnson & Johnson, 1996a). Multiple purposes for assessment exist as well, with direct implications for the structure of the cooperative learning and the type of group process that occurs (Webb, 1994).

This study reports on a survey of 59 teachers using cooperative learning strategies in grades 7 through 12 in a variety of content areas, to determine what methods of evaluating and reporting are used with cooperative learning tasks. Purposes of assessment and evaluation criteria were examined. Interviews were conducted with a subset of the survey sample to obtain additional insights into the beliefs and assumptions guiding decisions about grading when using cooperative learning strategies.

Teachers in the study reported that the primary purpose for grading is to communicate with students. Both achievement and effort are important characteristics factored within grades for cooperative learning tasks. Teachers use a combination of a group and individual grade most frequently when evaluating tasks completed cooperatively. A majority of subjects surveyed, 67%, believe that assigning a shared group grade is not fair.

Analysis of interview data produced several shared practices and beliefs. Grades are viewed as rewards, earned as students complete work assigned by teachers. With cooperative tasks, effort is as important and sometimes more important than achievement in grading. Effort is measured most often by observing student participation relative to a student's peers. A combination of an individual and a group grade is often used to assess group work, especially in cases where unequal participation has been observed. Teachers are uncomfortable with their cooperative grading practices and do not have clearly defined methods for measuring group process factors. A discussion of implications for district and classroom practice is included.

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