In an exploratory investigation, groups of undergraduate early-childhood-education candidates completed an end-of-term project, called the cooperative assessment portfolio, in a junior-level educational assessment course. This assignment served three complementary functions for participants: (1) designing varied classroom assessment items (task work), (2) building interpersonal skills (team work), and (3) integrating task with team work. Overall, student performance on the assignment indicated assessment proficiency as applied to simulated classroom practice. Students’ surveyed perceptions toward completing the assignment pointed to its effectiveness in facilitating mastery of academic content while encouraging productive group interaction. Discussion centers on social constructivism and concludes with future research implications.
Mayo, J. A. (2013). Socially Constructed Knowledge: Using Cooperative Learning in Assessment Instruction. Pedagogy and the Human Sciences, 3 (1), 52-64. Retrieved from http://scholarworks.merrimack.edu/phs/vol3/iss1/4