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Assessment at CHC Education Institutions: Problems and Strategies to Enhance Cooperative Learning

  • Pham Thi Hong Thanh
Chapter
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Part of the Education in the Asia-Pacific Region: Issues, Concerns and Prospects book series (EDAP, volume 25)

Abstract

The main focus of this chapter is to discuss the nature of assessment practices at CHC education institutions and how the current assessment system at CHC institutions impacts cooperative learning. Arguments in this chapter indicate that to enhance cooperative learning, current assessment practices need to change from well-structured to ill-structured tests. The chapter then reports an empirical study that was conducted by the researcher to investigate the effects of ill-structured tests on cooperation among students. The findings reported that when students worked on ill-structured tests that aimed to assess their high-level knowledge and required group efforts to accomplish (i.e. a joint project), group members were conditioned to share equal opportunities to talk, make fairer contributions, highly evaluate each other’s ideas, enthusiastically support each other by giving help and elaborative explanations, value group benefits more importantly than individual achievements and enjoy working with each other. Importantly, ill-structured tests were also found to increase cooperation among different ability students.

Keywords

Cooperative Learning Treatment Class High Achiever Assessment Practice Control Class 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Pham Thi Hong Thanh
    • 1
  1. 1.School of EducationUniversity of QueenslandBrisbaneAustralia

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