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Innovative Higher Education

, Volume 26, Issue 1, pp 59–77 | Cite as

Assessment of Cooperative Learning: A Goal-Criterion Approach

  • Vernon A. Quarstein
  • Polly A. Peterson
Article

Abstract

The problem of assessment of non-traditional teaching techniques has long challenged educational administrators and faculty. The approach to assessment that we followed in this instance employed a model that we developed to assess group learning, variously known as cooperative learning, collaborative learning, or team learning. We applied the model to group-based case study courses that included innovative enhancements such as group exams and group-based role-play. The model required balanced representation among multiple learning criteria arranged in six goal-criterion sets, all drawn from the literature on group learning. We designed a test instrument based on the model and administered the instrument to 85 students near the end of three business strategy courses. Imbalances among criteria in the six goal-criterion sets helped identify and correct weaknesses in course design and in methods of instruction.

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Copyright information

© Human Sciences Press, Inc. 2001

Authors and Affiliations

  • Vernon A. Quarstein
    • 1
  • Polly A. Peterson
    • 2
  1. 1.Saint Leo UniversityUSA
  2. 2.Diagnostic and Therapy Services DepartmentThe Virginia School of the Deaf, Blind and MultidisabledUSA

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