Active learning techniques, such as peer instruction and group work, have been gaining a lot of traction in universities. Taking a natural next step in re-evaluating current practices, many institutions recently started experimenting student-centred group exams. In order to assess the feasibility and effectiveness of collaborative assessments, we…

Collaborative problem solving (CPS) is a critical competency in a variety of contexts, including the workplace, school, and home. However, only recently have assessment and curriculum reformers begun to focus to a greater extent on the acquisition and development of CPS skill. One of the major challenges in psychometric modeling of CPS is…

This study records findings of a study carried out in a group of 100 students at a South African university. This study examines the group's assignments as a way of gathering evidence about pre-service teachers' achievements in the process of education and training. The empirical study was based on comparative analysis of scores obtained by…

Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi-disciplinary care team. This study aimed to create a modified team-based learning (TBL)…

Whilst group work has many benefits for enhancing collaborative learning, it can cause anxiety in summative assessments when group members do not contribute equal effort. Increasing understanding of student perceptions of group assessment, and in particular their motivation to persevere to overcome the challenges, has the potential to lead to…

At Aalborg University, engineering students spend half the time each semester in groups working on projects in a problem-based learning (PBL) curriculum. The projects are assessed through group exams, except for between 2007 and 2013 when the law forbade group-based project exams. Prior to 2007, a survey showed that students preferred the…

Teacher-candidate course assessment is one topic that has not been adequately explored in teacher education literature where pre-service teachers' voices are rarely heard. This mixed-methods study explored a group of female pre-service teachers (n = 83) enrolled in a Diploma of Education program to identify their preferred method of assessment for…

Group projects are an established but debated pedagogical technique in higher education. The purpose of this study was to assess the appropriateness of combining individual and group marks in assessment. A mixed method design involving correlational and comparative elements was used. The sample included one cohort of students who completed a group…

Reports on an experiment involving university level foreign students and using construction kits to test their ability to write technical instructions. Students worked in small groups at different kits, with the objective of producing verbalizations of assembly diagrams accurately enough to enable others to repeat the construction process without…

This paper looks at using collective critical thinking about issues as an assessment technique instead of or in addition to written tests. A substantial literature review examines the role of assessment and alternative strategies such as group oral exams in classes where cooperative activities and learning have been emphasized. The review reveals…