Assessing students in small collaborative groups

Theory into Practice

Volumn 36, Issue 4, 1997, Pages 205-213

  Webb, Noreen M ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031215198     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1080/00405849709543770     Document Type: Article

References (44)

1. Awbrey, M. (1992, September). History-social science group assessment in California (high school level). Paper presented at the National Center for Research on Evaluation, Standards, and Student Testing's Conference on "What Works in Performance Assessment," University of California, Los Angeles.
2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
3. Bargh, J.A., & Schul, Y. (1980). On the cognitive benefit of teaching. Journal of Educational Psychology, 72, 593-604.
4. Baron, J.B. (Ed.). (1993). Assessment as an opportunity to learn. Hartford, CT: Connecticut State Department of Education.
5. Baron, J.B. (1994, April). Using multi-dimensionality to capture verisimilitude: Criterion-referenced performance-based assessments and the "ooze factor." Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
6. Bossert, S.T. (1988/1989). Cooperative activities in the classroom. Review of Research in Education, 15, 225-252.
7. Brown, A.L., & Palincsar, A.S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L.B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 393-451). Hillsdale, NJ: Erlbaum.
8. Cohen, B.P., & Cohen, E.G. (1991). From groupwork among children to R&D teams: Interdependence, interaction, and productivity. Advances in Group Processes, 8, 205-225.
9. Cohen, E.G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1-36.
10. Connecticut State Department of Education. (1992). Connecticut Academic Performance Test. Hartford, CT: Author.
11. Damon, W., & Phelps, E. (1989). Critical distinctions among three methods of peer education. International Journal of Educational Research, 13, 9-19.
12. Dembo, M.H., & McAuliffe, T.J. (1987). Effects of perceived ability and grade status on social interaction and influence in cooperative groups. Journal of Educational Psychology, 79, 415-423.
13. Fall, R., Webb, N.M., & Wise, N. (1995, April). Group discussion and large-scale language arts assessment: Effects on students' comprehension. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
14. Farivar, S.H., & Webb, N.M. (1994). Helping and getting help - Essential skills for effective group problem solving. Arithmetic Teacher, 41, 521-525.
15. Graham, S., & Barker, G. (1990). The down side of help: An attributional-developmental analysis of helping behavior as a low-ability cue. Journal of Educational Psychology, 82, 7-14.
16. Hackman, J.R. (1990). Groups that work (and those that don't): Creating conditions for effective teamwork. San Francisco: Jossey-Bass.
17. Hertz-Lazarowitz, R. (1992). Understanding interactive behaviors: Looking at six mirrors of the classroom. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups: Theoretical anatomy of group learning (pp. 71-101). New York: Cambridge University Press.
18. Hoffman, L.R. (1965). Group problem solving. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 2; pp. 99-132). New York: Academic Press.
19. Johnson, D.W., & Johnson, R.T. (1979). Conflict in the classroom: Controversy and learning. Review of Educational Research, 49, 51-70.
20. Kagan, S. (1992). Cooperative learning. San Juan Capistrano, CA: Resources for Teachers (27128 Paseo Espada, Suite 622).
21. Karau, S.J., & Williams, K.D. (1993). Social loafing: A meta-analytic review and theoretical integration. Journal of Personality and Social Psychology, 65, 681-706.
22. Kerr, N.L., & Bruun, S.E. (1983). Dispensability of member effort and group motivation losses: Free rider effects. Journal of Personality and Social Psychology, 44, 78-94.
23. King, A. (1992). Facilitating elaborative learning through guided student-generated questioning. Educational Psychologist, 27, 111-126.
24. Laughlin, P.R., & Branch, L.G. (1972). Individual versus tetradic performance on a complementary task as a function of initial ability level. Organizational Behavior and Human Performance, 8, 201-216.
25. Laughlin, P.R., & Ellis, A.L. (1986). Demonstrability and social combination processes on mathematical intellective tasks. Journal of Experimental Social Psychology, 22, 177-189.
26. Linn, R.L. (1993). Educational assessment: Expanded expectations and challenges. Educational Evaluation and Policy Analysis, 15, 1-16.
27. Mathematical Sciences Education Board, National Research Council. (1993). Measuring up: Prototypes for mathematics assessment. Washington, DC: National Academy Press.
28. Miller, N., & Harrington, H.J. (1993). Social categorization and intergroup acceptance: Principles for the design and development of cooperative learning teams. In R. Hertz-Lazarowitz and N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 203-227). New York: Cambridge University Press.
29. Nelson-Le Gall, S. (1992). Children's instrumental help-seeking: Its role in social acquisition and construction of knowledge. In R. Hertz-Lazarowitz and N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 49-70). New York: Cambridge University Press.
30. Newman, R.S. (1990). Children's help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82, 71-80.
31. O'Neil, H.F., Allred, K., & Baker, E.L. (1992). Measurement of workforce readiness: Review of theoretical frameworks (CSE Technical Report No. 343). Los Angeles: University of California, Center for Research on Evaluation, Standards, and Student Testing (CRESST).
32. Palincsar, A.S., Anderson, C., & David, Y.M. (1993). Pursuing scientific literacy in the middle grades through collaborative problem solving. The Elementary School Journal, 93(5), 643-658.
33. Redding, N. (1992). Assessing the big outcomes. Educational Leadership, 49, 49-53.
34. Saner, H., McCaffrey, D., Stecher, B., Klein, S., & Bell, R. (1994) The effects of working in pairs in science performance assessments. Santa Monica, CA: The Rand Corporation. Unpublished manuscript.
35. Schunk, D.H. (1987). Peer models and children's behavioral change. Review of Educational Research, 57, 149-174.
36. Sharan, S., & Sharan, Y. (1976). Small-group teaching. Englewood Cliffs, NJ: Educational Technology Publications.
37. Slavin, R.E. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice-Hall
38. Solomon, D., Watson, M., Schaps, E., Battistich, V., & Solomon, J. (1990). Cooperative learning as part of a comprehensive classroom program designed to promote prosocial development. In S. Sharan (Ed.), Cooperative learning: Theory and research (pp. 231-260). New York: Praeger.
39. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Cambridge, MA: Harvard University Press.
40. Webb, N.M. (1993). Collaborative group versus individual assessment in mathematics: Processes and outcomes. Educational Assessment, 1, 131-152.
41. Webb, N.M., & Palincsar, A.S. (1996). Group processes in the classroom. In D. Berliner & R. Calfee (Eds.), Handbook of Educational Psychology (3rd Ed.; pp. 841-873). New York: Macmillan.
42. Webb, N.M., Troper, J.D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87, 406-423.
43. Webb, N.M., Chizhik, A., Nemer, K., & Sugrue, B. (1996, April). Equity issues in collaborative group assessment: Group composition and performance. Paper presented at the annual meeting of the American Educational Research Association, New York.
44. Wise, N., & Behuniak, P. (1993, April). Collaboration in student assessment. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.