Abstract

The assessment of individual knowledge and abilities should be frequently undertaken when learning is developed in interactions with other students, such as in group work and/or cooperative learning. Previous research reveals that group work assessment is a neglected research area, and this applies in particular to group work assessment interventions studies. The focus of this article is methodological, and its aim is to provide a reflective and critical account of a group work assessment intervention project, and the implications of the different choices made in this process. The intervention project that was scrutinized had a mixed-method longitudinal quasi-experimental design, and interventions in the form of shorter educational sessions were central to the project. Both qualitative and quantitative data were collected, analyzed, and compiled. The methodological issues discussed and problematized were the importance of (a) establishing collaboration with teachers; (b) well-thought-out and delimited methodological choices, and subsequent consequences; and (c) including both teachers and students to secure successful effects of the interventions. As a result of the study, it was concluded that intervention could be beneficial as a means of increasing the scientific knowledge in relation to intervention studies, and also to the emerging discourse on group work assessment.

摘要

当学习是在与其他学生的互动中发展时，例如在小组工作和/或合作学习中，应该经常对个人知识和能力进行评估。先前的研究表明，小组工作评估是一个被忽视的研究领域，这尤其适用于小组工作评估干预研究。本文的重点是方法论，其目的是提供对小组工作评估干预项目的反思和批判性说明，以及在此过程中做出的不同选择的影响。审查的干预项目采用混合方法纵向准实验设计，以较短的教育课程形式进行的干预是该项目的核心。收集、分析和汇编了定性和定量数据。讨论和质疑的方法问题是（a）与教师建立合作的重要性；(b) 深思熟虑和划定界限的方法选择，以及随后的后果；(c) 包括教师和学生，以确保干预措施的成功效果。作为该研究的结果，得出的结论是，作为一种增加与干预研究相关的科学知识的手段，干预可能是有益的，也有助于新出现的关于小组工作评估的讨论。