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JournalofTeacherActionResearch1
JournalofTeacherActionResearch-Volume6,Issue1,2019,practicalteacherresearch.com,ISSN#2332-2233
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JTAR EDITORS
JTAR JournalofTeacherActionResearchVolume6,Issue1,2019
ExaminingtheInstructionalDesignofInteractiveandCollaborativeLearning 4OpportunitiesRachelKarchmer-KleinElizabethSoslauJannSuttonComparingCooperativeLearningStrategiesinAssessmentInstruction 21JosephA.MayoDoesMindfulnessStrengthenSelf-efficacyinFirstGradeStudents? 32KristenL.LoganErikK.Laursen“Letthepeoplesing!”-ActionResearchExploringTeachers’MusicalConfidence 44WhenEngagingLearnersin‘SingingWellbeing’DaphneRicksonJoAtkinsonDianneReynoldsRobertLeggUsingFirstAuthor©WritingCurriculumwithStudentswithAutismSpectrum 63DisorderKristieAsaro-SaddlerJessicaColes
JTAR AbouttheJournal
Foundedin2013,theJournalofTeacherActionResearch(ISSN:2332-2233)isapeer-reviewedonlinejournalindexedwithEBSCOthatseekspracticalresearchthatcanbeimplementedinPre-Kindergarten
throughPost-Secondaryclassrooms.Theprimaryfunctionofthisjournalistoprovideclassroomteachersandresearchersameansforsharingclassroompractices.
Thejournalacceptsarticlesforpeer-reviewthatdescribeclassroompracticewhichpositivelyimpactsstudentlearning.Wedefineteacheractionresearchasteachers(atalllevels)studyingtheirpracticeand/ortheirstudents'learninginamethodicalwayinordertoinformclassroompractice.Articlessubmittedtothejournalshoulddemonstrateanactionresearchfocuswithintenttoimprovethe
author’spractice.
EditorialTeam
Co-EditorsGilbertNaizer,Ph.D. AprilSanders,Ph.D.
TexasA&MUniversity-Commerce SpringHillCollege
AssociateEditorsLauraIsbell,Ph.D. TamiMorton,Ph.D. SusanWilliams
TexasA&MUniversity-Commerce TexasA&MUniversity-CommerceTexasA&MUniversity-Commerce
ProductionEditorandWebmasterChaseYoung,Ph.D.
SamHoustonStateUniversity
www.practicalteacherresearch.com
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COMPARINGCOOPERATIVELEARNINGSTRATEGIESINASSESSMENTINSTRUCTIONJosephA.Mayo
GordonStateCollege
AbstractAsafollow-uptoapriorexploratoryinvestigationofcooperativelearninginteachingassessmentto
early-childhood-educationmajors,thepresentstudysystematicallycomparesthepedagogicalefficacyoftwo
variantsofcooperativelearning.Inthefirstcooperativelearningcondition,studentsreprisedthesimulated
classroompracticeevidencedintheCooperativeAssessmentPortfolio(CAP)assignmentusedintheprevious
study.Inthesecondcondition,studentscompletedaCooperativeAssessmentCaseAnalysis(CACA)
assignmentwithdistinguishingfeaturesofcase-basedlearning.Onallquantitativeandqualitativemeasures,
resultsfavoredtheCAPoverCACAassignment.Findingsarediscussedinlightofsocialconstructivistpedagogy
andfuturedirectionsforresearch.
Keywords:cooperativelearning,socialconstructivism,constructivistpedagogy,educationalassessment,earlychildhoodeducation,post-secondaryclassroomresearch,actionresearch
Introduction
Recentdecadeshavewitnessedanincreaseinactive-learningpedagogiesincollegeclassrooms(Fink,2004).Cooperativelearningcontinuestoholdaprominentplaceinthischangingclassroomlandscape(e.g.,Davidson&Major,2014;Gillies,2016;Healy,Doran,&McCutcheon,2018;Love,Dietrich,Fitzgerald,&Gordon,2014).Amongthemostresearchedofalltopicsintheteachingliterature,asignificantbodyofevidencesupportscooperativelearningasameansforstudentstooptimizetheirownlearningwhilefacilitatingtheacademicperformanceoftheirclassmates(Johnson,Johnson,&Holubec,2008).Asastructuredapplicationofcollaborativelearning,themeritsofcooperativelearningatthecollegelevelcanbeclassifiedundertwobroadcategories:academicandsocioemotional(Jones&Jones,2008).Morespecifically,cooperativelearningencourageshigher-orderreasoning,goal-setting,idea-generation,group-to-individuallearningtransfer,promotiveinteraction,positiveinterdependence,andinterpersonalcompetence(Johnson,Johnson,&Smith,2014;Mayo,2010;Williams,2007).Cooperativelearning,astheunderlyingpedagogicalbasisforthepresentstudy,haslongstandingtheoreticalrootswithintheconstructivisttradition.SocialinterdependencetheoryderivesfromtheconfluenceofKurtKoffka’s(1935/1999),KurtLewin’s(1935,1948),andMortonDeutsch’s(1949)shared
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recognitionofgroupsasdynamicinitiatorsofvaryinglevelsofinterdependenceamongindividualgroupmembers.Vygotsky(1962/1986)builtuponthisperspectivewithhissocioculturaltheoryofdevelopment.AccordingtoVygotsky,thereisinterplaybetweencognitiveprocessesandsocialactivitiessuchthatsocialinteractionbecomesessentialtoactiveknowledgeconstructiononanintrapersonallevel.Inpractice,cooperativelearningbringstogetherthebasicelementsofthesetheoreticalstances.Groupsofstudentsworktogethertolearn,whileeachindividualbecomespersonallyaccountableforhisorherownlearningwithinthegroupcontext(Brame&Biel,2015).
LiteratureReview
BackgroundandPurposeofthePresentStudy.Inapriorexploratoryinvestigation,Iaskedgroupsofstudentstocompleteanend-of-semesterproject,calledtheCooperativeAssessmentPortfolio,injunior-levelassessmentclassesforearly-childhood-education(ECE)majors(Mayo,2013).ThestudyfocusedontheextenttowhichthisassignmentservedasaformativelearningtoolforECEcandidatesinsuccessfullydesigningteacher-developedstrategiesforassessingthelearningofyoungchildren.Students’performanceontheassignmentdemonstratedassessmentproficiencyasappliedtosimulatedclassroompractice.Moreover,students’surveyedperceptionstowardcompletingtheassignmentpointedtoitseffectivenessinbothpromotingmasteryofacademiccontentandfosteringproductivegroupinteraction.TheobservedsuccessoftheCooperativeAssessmentPortfoliointhispilotstudyservedasaspringboardformyundertakingthepresentinvestigation.
Thepurposeofthecurrentstudyistosystematicallycomparethepedagogicalefficacyoftwogroup-basedassignmentsusingcase-basedlearning(CBL):theCooperativeAssessmentPortfolio(CAP)examinedintheaforementionedpreliminaryinvestigationandtheCooperativeAssessmentCaseAnalysis(CACA).CBLtypicallyincorporatescollaborative-learningprocessesthatpermitstudentstosolveproblemsandreflectontheirexperiences(Hmelo-Silver,2004).TheprimarypurposeofCBListoteachstudentstoapplytheoreticalknowledge(Ching,2014).Inthecontextofteachereducation,themannerinwhichCBLaccomplishestheseintersectingeducationalaimscanbesummarizedasfollows:
[CBL]providesgenerativecontextsforprospectiveandcertifiedteacherstoworktogetherinsmallcollaborativegroups.Together,theyanalyzeproblems,discussoptions,andmakeinformeddecisionstosolveproblemsbasedonauthenticteachingsituationswithreal,multifacetedchallenges(DeSimone,2014,p.17).
Withinthegroup-centeredandapplied-theoreticalfocusofCBL,boththeCAPandCACAassignmentsareaimedatpermittingstudentsvariedopportunitiestodemonstrateaworkingunderstandingofthefactorsunderlyingwell-conceivedteacher-developedassessmentstrategies.WiththeCAPassignment,studentsengageinsimulatedclassroompracticebycreatingtheirownclassroomassessments.Incontrast,studentscompletingtheCACAassignmentcritiquealready-createdclassroomassessmentsasanexerciseinprofessionaldecision-making.
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InspiteofCBL’swidespreaduseinteachereducation,therehasbeenrelativelylittlepublishedresearchonCBL-reliantinstructionalmethodologiesoroutcomesrelateddirectlytoteacherpreparation(Goeke,2008).Thepresentstudyaimstoaddtothisareaofresearch.Italsoseekstomakeanoriginalcontributiontotheteachereducationliteraturethroughsystematiccomparisonoftwocooperative-learningassignmentsintheframeworkofteachingECEassessment.
Methodology
Participants.Participantswere96ECEbaccalaureatecandidatesenrolledinfourequivalent-enrolledsectionsofajunior-levelcourseinECEassessmentforwhichIservedasinstructor.Classes,whichweretaughtatapublicstatecollegeinthesoutheasternUnitedStates,occurredinanacceleratedfour-weeksummersemester(twohoursofinstructionperday,fivedaysaweek).Twoclasssectionswereofferedineachoftwoconsecutivesummerterms.
Theparticipantpoolconsistedof87femalesand9males.Theracialdemographicwasapproximately85%Caucasian,13%African-American,and2%multiracial.Participantsrangedinagefrom21to43years(M=23.98).Roughly60%ofparticipantswerefirst-generationundergraduates,withnearlytwothirdsholdingafull-orpart-timejobwhileenrolledinthecourse.Allparticipantshadcompletedtwosemestersofclassroomfieldexperienceinpre-kindergartenthroughfifthgradebeforetakingthecourse.
Design.Iusedanindependent,two-group,quasi-experimentaldesigninwhichintactclasseswereassignedtooneoftwoconditions.Inoneconditionthattookplaceovertheinitialsummerofthestudy,50studentscompletedtheCAPinfulfillmentoftheirterm-lengthprojectrequirement.Inanothercondition,46studentscompletedtheCACAastheirterm-lengthprojectinthesecondsummeroftheinvestigation.Therewerenoappreciabledifferencesbetweenconditionsonthebasisofage,gender,orGPA.Additionally,Iheldcoursecontent,testingformat,andotherrelevantinstructionalvariablesconstantbetweenconditions.
CourseDescription.Thelearningobjectivesofthecoursewerebroadlyinclusiveasrelatestoearly-childhoodassessmenttopics;however,theprincipalfocusofthepresentstudywasstudents’understandinganddevelopmentofappropriatestrategiesforassessingthelearningofyoungchildrenfrompre-kindergartenthroughgradefive.Thisprimaryfocus—whichwascanvassedinboththeCAPandCACAassignments—includeddecidingaccuratelywhattoassessandhowtoassessit,withemphasisonthecognitivedomainoftherevisedversionofBloom’staxonomyofeducationalobjectives(Krathwohl,2002).Italsoencompassedthedetectionandpreventionofbiaswhenassessingchildrenwithspecialneedsandchildrenfromculturallyandlinguisticallydifferentbackgrounds.
Iadministeredaunitexamatmidtermineachofthetwoconditions.Thisexamcontained50conceptuallyappliedmultiple-choicequestionsfromthenon-principalfocalareasofthecourse,includingtheoriesembeddedinassessmentpractices,testvalidityandreliability,interpretingstandardizedtests,andapplyingpropertest-preparationpracticestowardhigh-
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stakesstandardizedtesting.Attheconclusionofthesemester,Iadministeredasecondunitexamtostudentsineachconditionthatservedasthecurrentinvestigation’sdependentmeasureforcomparativestatisticaltesting.Thissecondexamalsoconsistedof50conceptuallyappliedmultiple-choicequestions,butthesequestionspertainedtothechieffocalpointsofthestudythatwereaddressedinboththeCAPandCACAassignments.Inordertominimizethepossibilityofexperimentereffectsincomposingthesecondexam,Iselectedallmultiple-choicequestionsfromconceptuallybasedtest-bankitems.Consistentwithconsiderationssurroundingbothtestsecurityandalternate-formreliability,Imatchedquestionsonbothcontentandlevelofdifficultyintheprocessofselectingitemsforinclusiononfourdifferent-but-comparableexamversions(oneforeachofthefourparticipatingclasssections).
InstructionalProcedures(CAPCondition).IntheCAPcondition,theinitialthreeweeksofthesemesterconsistedofin-depthclassroominstructionovertheentiregamutofassessmenttopics(bothprincipalandnon-principalfocalpointsasdescribedunderCourseDescription).Throughoutthefinalweekofthesemester,studentsworkedinclasswithinpre-assignedgroupsoffourorfiveindividualstocompletetheCAPassignmentwithslightproceduralmodificationsfromthepreviouspreliminaryinvestigation(Mayo,2013).Thesemodifications,whichincludedeliminatingaffectiveassessmentandplacinggreateremphasisonabsence-of-biasinassessment,werepredicatedlargelyoninstructivestudentfeedbackfrompriorsummativecourseevaluations.Onceassignedtotheircorrespondinggroups,studentsmetpreliminarilytoselectindividualstoserveintheflexibleandrotatingcapacitiesoffacilitator,recorder,andotherdefinedroles.
IncompletingtheCAPassignment,eachgroupselectedthegradelevel(s),subjectarea(s),andspecifictopic(s)toincorporateintotheportfolio.Eachgroupalsoestablishedacollaborativedivisionoflaborinwhicheachmemberwasexposedtoarepresentativesamplingofeveryassessmentstrategyoutlinedbelow:
1. selected-responseassessment[20binary-choice(true-false)items;10multiplebinary-choiceitemsintwosetsof5;20multiple-choiceitems;and10matchingquestionsintwosetsof5]
2. constructed-responseassessment(20short-answeritemsandtwodifferentessayitemswithanaccompanyinganalyticscoringrubricforeach)
3. performanceassessment(oneconceptmap,case-studyanalysis,analogicalreasoningproject,andautobiographicaland/orbiographicaljournalingassignment,withaconcomitantanalyticscoringrubricforeachassignment)
4. portfolioassessment(fivehypotheticalworksamplesrelatedtotargetedskillsand/orknowledgeforprospectivestudentstomaster,alongwithasingleanalyticrubriconwhichallworksamplescouldbescored)
Studentscomposedanswerkeysforallselected-responseandshort-answerconstructed-responseitems.Forconstructed-responseessays,performanceassessment,andtheportfolio-assessmentitems,studentsdesignedprototypicalresponsesuponwhichtheybasedtheirassociatedscoringrubrics.
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Alongwithdemonstratedmasteryofeachassessmentstrategy,theevaluativecriteriaforscoringeachgroup’sassignmentincludedanappliedunderstandingofBloom’staxonomy(knowledgeandcognitive-processdimensions)andabsence-of-biasinassessmentplusevidenceofacollaborativedivisionoflabor.Iratedstudentsonallevaluativecriteriaexceptforcollaborativedivisionoflabor,whichwasreservedsolelyforstudentsincorrespondinggroupstoevaluate.Onthedivision-of-laborscore,studentsineachgroupratedoneanotherintermsofindividualcontributionstothegroup(e.g.,effort,cooperation,anddedicationtoteamwork),withthegroup’saverageperpersonusedforindividualscoringpurposes.PeerratingsoccurredonaLikertscalerangingfrom1=unsatisfactoryto5=exceptional.Iaffordedadditionalopportunityforstudentstooffertheirevaluativecomments.Ikeptallpeerratingsanonymoustootherstudents.
TheCAPassignmentcountedforonethirdofthefinalcourseaverage.Incalculatingeachstudent’sgradeforthisassignment,Iweightedallofthefollowingeightevaluativecriteriaequallyincalculatingthecumulativegradeforeachstudent:(1)Bloom’sknowledgeandcognitive-processdimensionspercontentstandard;(2)absence-of-biasinassessment;(3)averagewithin-grouppeerratingperrespectivestudent;(4)selected-responseassessment;(5)constructed-responseassessment(shortanswer);(6)constructed-responseassessment(essay);(7)performanceassessment;and(8)portfolioassessment.Inassigninggradesforeachevaluativecriterion,Ireliedonanumerical-ratingsystemwithsimilaranchorsasthestudents’peerratings(1=unsatisfactoryto5=exceptional).Icollapsedallevaluativecriteriaontoagradingsummarysheet,whichalsoincludedspaceforaconcisesynopsisofmyevaluativecommentsandaschemeforconvertingrubricpoint-totalstograde-levelpercentages.Forclarification,Idistributedandreviewedthecontentofthissummarysheetduringthefirstclassmeeting.Oncegradingwascompleted,Ireturnedthesesheetstorespectivestudentsattheendofthesemester.
CACACondition.IntheCACAcondition,thefirstthreeweeksofthesemesterinvolvedthesameclassroominstructionasoccurringintheCAPcondition.SimilartotheCAPcondition,studentsworkedinclassduringthefinalweekofthesemester—inpre-assignedgroupsoffourorfive—tocompletetheCACAassignment.AsintheCAPcondition,studentsintheCACAconditionmetbrieflyaftergroupswereassignedtochooseindividualstoactinvariousflexibleandrotatingroleswithineachgroup.
IntheCACAcondition,Iaskedeachgrouptowritecritiquesofaseriesoffictitiousreferencecasesthatreflectedalloftheteacher-developedassessmentstrategiescanvassedintheCAPassignment:selected-response,constructed-response(shortanswer),constructed-response(essay),performance,andportfolioassessment.IncompletingtheCACAassignment,IalsorequiredstudentstoaddressthesameconsiderationsasthoseobservedintheCAPcondition,includingBloom’sknowledgeandcognitive-processdimensions,absence-of-biasinassessment,andacollaborativedivisionoflaborwithineachgroup.
Idesignedallcasesasnarrativeexperiential-learningexercisesbasedontheprincipalfocalpointsofassessmentcanvassedinthecourse.Casesoriginatedfromtwosources.Thefirstsourceinvolvedmyowninstructor-createdcasesthatincludedvarioustypesoferrorsinassessmentpractice.Thesecondsourcederivedfromappropriatelyreferencedadaptations
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ofcasescenariosappearingasappliedassessmentexerciseswithinleadingtextbooks,workbooks,andotherpublicationswithintherealmofeducationalassessment.Insomesituations,thesecasesalreadyincorporatedoneormoreerrorsthatstudentscouldidentifyanddiscussintheirCACAassignments.Inotherinstances,assessmentblunderswerenotpresent.Ineitherevent,Imodifiedcasecontent—rangingfrommoderatelyforerror-inclusivecasestoextensivelyforcorrectcaseapplications—suchthaterrorsofomissionand/orcommissionwereintroduced.Asimple,illustrativeexampleofaconstructed-response(shortanswer)itemforsecond-gradersappearsnext.Thislanguage-artsitem—whichincludesinitalicsabriefdiscussionoftheaccompanyingassessmenterror—isadaptedfromextended-applicationsexercisesappearingattheconclusionofPopham’s(2014)classroom-assessmenttextbook:
Theselettersareallvowels:A,E,O,andU.Whatistheonemissingvowel?____________
Althoughtheintendedcorrectansweris“I,”“Y”and“W”areoccasionallyacceptedasvowels.Therefore,thisitemviolatesoneofthebasictenetsofdevelopingsoundshort-answeritems,namely,theintendedcorrectresponsemustbeunique.
Iusedthesamepeer-andinstructor-ratingscalesandproceduresintheCACAconditionthathadbeenusedintheCAPcondition.IincorporatedallevaluativeinformationintothesamegradingsummarysheetthathadbeenutilizedintheCAPcondition.Onceagain,IdistributedandreviewedthisgradingsheetatthestartofthesemesterandthenreturnedittostudentsafterIhadcompletedgradingatthesemester’sconclusion.AswiththeCAPassignment,theCACAassignmentwasalsoworthonethirdofthefinalcourseaverage.
Results
ComparativeStatisticalTesting.Asdescribedinmethodology,thedependentmeasurewasstudents’scoresontheend-of-semesterunitexamthataddressedmaterialrelatedtothemajorcontentconcentrationsinthecourse(teacher-developedassessmentsinconjunctionwithbothBloom’staxonomyofthecognitivedomainandabsenceofbiasinassessment).ThemeansandstandarddeviationsforstudentscoresineachconditionareCACA(M=80.92,SD=10.36)andCAP(M=84.88,SD=8.65).Iusedindependent-groupst-testingtocomparestudentscoresintheCACAconditionwiththoseintheCAPcondition.ResultsshowthatstudentperformanceintheCAPlearningconditiondifferedsignificantlyfromperformanceintheCACAcondition,t(94)=2.04,p<.05.
QuestionnaireData.Igaugedstudents’perceptionsofcompletingcorrespondingassignmentsintheCACAandCAPAconditionswithananonymous10-itemquestionnairethatcombineda5-pointLikertratingscale(notatalleffective=1tohighlyeffective=5)withseveralquestionsaboutrespectiveassignmentstowhichstudentsrespondednarratively.Iaskedstudentstoratenumericallytheexperienceofcompletingtheassignmentinquestionintermsofhoweffectivelyitaccomplishedatotalof10educationalobjectives.Ialsoaskedstudentstocommentnarrativelyonwhattheylikedbestandleastabouttherespectiveassignments,alongwithwhethertheywouldrecommendthatassignmenttootherstudents.Students’numericalratingsareshowninTable1.
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Table1:Students’NumericalRatingsoftheCooperativeAssessmentCaseAnalysis(CACA)andCooperativeAssessmentPortfolio(CAP)Assignments
QuestionnaireItem MSD
CACA(n=46)
MSD
CAP(n=50)
Thinkingbeyondtheclassroom 3.83 .70
4.72 .61
Fosteringparticipationinlearning 3.66 .48
4.58 .42
Increasingpracticalrelevanceofinformation 3.74 .62
4.88 .31
Facilitatingunderstandingofcoursecontent 4.01 .39
4.56 .51
Increasingmotivationtolearn 3.45 .80
4.27 .54
Promotingintellectualchallenge 3.62 .53
4.44 .46
Stimulatinginterestinthesubjectmatter 3.36 .75
4.31 .49
Distinguishingbetweenvariedassessments 3.71 .43
4.67 .63
Recognizingtheimportanceofabsence-of-bias 3.50 .72
4.39 .58
ApplyingBloom’sTaxonomy(cognitivedomain) 3.55 .68
4.78 .42
Questionnaireratingscoincidedwiththeresultsofcomparativestatisticaltesting.StudentspreferredtheCAPtotheCACAassignmentacrossallsurveyedmeasures.Students’narrativecommentswerealsoconsistentwiththeirnumericalratings.Althoughapproximately60%ofrespondentsintheCACAconditioncommentedaboutthecooperativecase-analysisassignment’sgeneralutilityinbolsteringunderstandingofthetargetedcoursecontent,onlyabouthalfthatnumbersaidthattheywouldrecommendittootherstudents.Incontrast,morethan90%ofrespondentsintheCAPconditionassertedthattheywouldrecommendthecooperativeportfolioassignmenttootherstudents.InresponsetowhatstudentslikedbestabouttheCAPassignment,thevastmajoritystatedthatitprovidedvaluablehands-onexperiencethatshouldlaterbenefitthemintheirfutureteachingresponsibilities.Manyof
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theserespondentsalsoremarkedthattheyhadneverrealizedhowmuchtimeandenergywentintocreatinggoodteacher-developedassessments.Notunexpectedly,themajorcriticismofbothassignmentswastheperceivedworkloadassociatedwiththeircompletion.StudentsintheCAPconditionvoicedthiscriticismmostoften;however,manyofthesesamerespondentsqualifiedtheirconcernbynotingthattheendproductwasbothpersonallygratifyingandworththeconcertedeffort.
Discussion
Withinthebroadcontextofunderstandingandapplyingvariedtypesofteacher-developedassessments,thepresentresultsshowthattheCACAassignmentdidnotcompareasfavorablyastheCAPcounterpartonthejointmeasuresofcomparativestatisticaltestingandanalysisofsurveyedattitudinaldata.Thecorereasonwhythisoccurredmightrelatetofundamentaldifferencesintheunderlyingfoundationsofthesetwotypesofcooperativelearning.
TheCACAandCAPassignmentsarevariantformsofsocialconstructivistpedagogy(Mayo,2010)thatencouragesmallgroupsofstudentstoworktogethertocreatesharedunderstanding.Inthesetypesofassignments,studentscollaboratetoproduce,notreproduceknowledge(Millis,2002).TheCACAassignmentalignswiththelongstandingtraditionofusingcase-basedlearninginnumerousundergraduatedisciplinesasameansoflinkingknowledgeandpracticethroughdevelopingstudents’criticalthinkingandappliedreasoningskills.(e.g.,Allchin,2013;Floyd&Bodur,2005;Heitzmann,2008;Kaddoura,2011;Mayo,2002,2004;Pariseau&Kezim,2007).BoththeCACAandCAPassignmentsqualifyasproblem-centeredapproachesthatadvocateforauthenticapplicationsofcoursecontentintheframeworkofactiveandinteractivelearning.Yettheseassignmentstakedifferingroutestotheseeducationaloutcomes.Asmentionedbrieflyintheliteraturereview,theCACAassignmentusescasestudiestointroducepracticalexamplesandanalogouscontextsforanalysis,critique,andvicariouslearningandpracticeinprofessionaldecision-making.Ontheotherhand,theCAPassignmentreliesonactualsimulatedclassroompracticethatoffersstudentsampleopportunitiestocreatetheirownassessmentstodemonstrateappliedunderstandingofsoundprinciplesoftestconstruction.Ofthetwoapproaches,then,theCAPismoreinherentlyactiveinpractice.Thisconclusionisnotonlysupportedbyrelatedpedagogicalfindingsinotheracademicdisciplines(e.g.,Jeffries,2005),butitalsoupheldinthepresentstudybystudents’perceptionsoftheCAPassignmentasfosteringdemonstrablygreaterparticipationinlearningthantheCACAassignment(seeTable1).
Conclusion
Overall,theresultsofthepresentstudyvalidatethemeritsofcooperativelearninginECEassessmentinstructionthatemphasizessimulatedclassroompracticeasavehicleforpromotingwhatHmeloandGuzdial(1996)describedmorethantwodecadesagoasknowledge-building-for-action.Additionalresearch,involvingassignmentssimilarinnaturebutperhapsdifferentinscopetotheterm-lengthCAPassignment,mightshowifthese
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findingsalsoapplytoassessmentinstructioninmiddle-gradesorsecondaryeducationprograms.Anotherpotentiallyinvitingdirectionforfutureresearchonpre-servicestudents’assessmentinstructionmightinvolveasystematicexaminationofthepedagogicalefficacyofahybridcooperative-learningapproachthatintegrateskeyelementsofboththeCAPandCACAassignmentsfromthecurrentinvestigation.Asaproposedexample,studentsmightbeginwithcarefullyplannedcaseanalysesasawaytoscaffoldlearningexperiences(seeHmelo&Guzdial,1996)inpreparationforlatersimulatedclassroompractice.
AbouttheAuthor
JosephA.Mayo,Ed.D.iscurrentlyaProfessorofPsychologyatGordonStateCollegeinBarnesville,Georgia,whohasbeenteachingandconductingclassroom-centeredresearchinhighereducationforoverthreedecades.Hisprimaryresearchinterestiseffectiveundergraduateteachingstrategieswithanemphasisonconstructivistclassroomapplications.Heistherecipientofbothstatewideandnationalawardsforhisongoingcontributionstothescholarshipofteachingandlearning.Email:[email protected]
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