ERIC Number: ED409353
Record Type: RIE
Publication Date: 1997-Mar
Reference Count: N/A
Teaching Students How To Evaluate Their Work in Cooperative Learning: Results of a Collaborative Action Research In-Service.
Ross, John A.; And Others
Three approaches to in-service development for teachers (action research, skills development, and materials dissemination) were compared using a multimethod evaluation design with innovation-specific and general outcome measures for students and teachers. Thirty-three teachers and their students participated in a project to teach students how to evaluate their work. There were no treatment differences on a self-reported use of evaluation procedures, personal teaching efficacy, or in general student outcomes (goal orientations, attributions for success and failure, and self-efficacy). There were two small but statistically significant differences favoring action research: (1) teachers in the action research condition scored higher on outcome expectancy because they had greater access to teachers who had successfully used student self-evaluation to increase student achievement and motivation; and (2) students in the action research condition scored higher on attitudes toward evaluation because their teachers had a better understanding of how to share control of evaluation, a core teacher function. The modest differences were attributable to the short duration of the treatments and to the neglect of student cognitions about self-evaluation. (Contains 9 tables and 72 references.) (Author/SLD)
Descriptors: Action Research, Attribution Theory, Cooperative Learning, Elementary Secondary Education, Evaluation Methods, Evaluation Utilization, Foreign Countries, Goal Orientation, Information Dissemination, Inservice Teacher Education, Instructional Effectiveness, Self Efficacy, Self Evaluation (Individuals), Skill Development, Student Attitudes, Student Motivation, Teacher Attitudes
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).; Ontario Ministry of Education and Training, Toronto.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). Funding also received from the Durham Board of Education.