Bij, Laura van der (2024) Student Preferences for Assessment Methods and Perceptions of Fairness in Grading Collaborative Learning. Master thesis, Pedagogical and Educational Sciences.
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Abstract
Collaborative Learning (CL) is a pedagogical approach that emphasizes student collaboration to achieve shared academic goals. For successful CL to occur, students need to regulate their learning on both an individual and collective level, which is referred to as self-regulated learning (SRL) and socially shared regulation of learning (SSRL). SRL refers to the ability of learners to plan, monitor, and evaluate their own learning processes. High levels of SRL are associated with greater motivation, persistence, and academic success. SSRL, on the other hand, involves the co-regulation of learning activities within a group, where learners jointly regulate their collective learning processes. Effective SSRL requires communication, coordination, and mutual support among group members. While CL can foster higher-order skills and shared knowledge construction, it can also lead to issues like social loafing and free riding if individual contributions are not adequately recognized. To assess students’ contributions to the collaborative process, self-assessment (SA) and peer assessment (PA) can be used to actively involve students in the assessment process to help teachers in grading CL. This study investigates how self-regulated learning (SRL) and socially shared regulation of learning (SSRL) affect students' preferences for SA and PA in collaborative settings and their perceptions of fairness in these methods. The findings provide valuable insights into the effects of SA and PA on SRL and SSRL, and how these relate to students’ preferences for SA and PA, as well as perceived fairness. This suggest that incorporating SRL and SSRL into the assessment of CL can enhance fairness and improve student engagement and satisfaction. Future research is needed to delve deeper into this phenomenon. The study highlights the need for educators to consider SRL and SSRL when designing assessment methods for CL to reduce social loafing and free riding, ultimately leading to more effective and equitable learning experiences.
| Item Type: | Thesis (Master) |
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| Supervisor name: | Strijbos, J.W. |
| Degree programme: | Pedagogical and Educational Sciences |
| Differentiation route: | Pedagogiek [Master Pedagogical and Educational Sciences] |
| Date Deposited: | 28 Jun 2024 08:46 |
| Last Modified: | 28 Jun 2024 08:46 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/3505 |
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