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ERIC Number: ED353299
Record Type: RIE
Publication Date: 1992-Nov
Reference Count: 0
Collaborative Group versus Individual Assessment in Mathematics: Group Processes and Outcomes. Review of Group Assessment Issues. Project 2.3: Enhancing the Utility of Performance Assessments: Domain-Independent R&D.
Large-scale assessment programs are beginning to design group assessment tasks in which small groups of students collaborate to solve problems or complete projects. However, little is known about the validity of data from group assessment for making inferences about the competence of individual students. The present study compared students' performance in small-group and individual assessment contexts to determine how well achievement scores from group work represented the skills of individual students, and to determine what additional information about students' skills was provided by data on group dynamics and group problem-solving processes. Two seventh-grade general mathematics classes taught by the same teacher at an urban middle school participated in the study. The sample included 53 students (45 percent males and 55 percent females). Sixty-six percent of the students were Hispanic American, 21 percent were Anglo American, 11 percent were African American, and 2 percent were Asian American. During a curriculum unit on operations with decimal numbers, students worked in collaborative small groups (three or four students in a group) for one class period to calculate the costs of long distance telephone calls. Two weeks later, after a review session, students worked on a similar problem individually without collaborating with others. The results show that performance in the group setting was much greater than performance in the individual setting, and that data on group processes gave important insights into students' mathematics skills and their behavior in collaborative groups. Eight data tables are included. (Author/RLC)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Identifiers: Individualized Evaluation