Year: 2010
Type: dissertation
Abstract: This study examined the impact that collaborative learning had on the assessment \nand evaluation of writing practices of a group of teachers as they engaged in a \ncommunity of learners. The study explored the development of teacher knowledge and \nperceptions as well as the implementation of effective assessment strategies in writing \nfor students in grades 4 to 8 that could be achieved through collaboration. Teachers' \nperceptions of the value of collaboration were also embedded within the study. Multiple \nmethods of data collection were used to gather rich and descriptive data. Those methods \nincluded interviews, observation, and documentation of meetings and of participants' \nperceptions of their assessment and evaluation practices. Five preexisting themes \ndescribing desired outcomes of change were used to analyze the data. These themes \nincluded: knowledge, attitude, skill, aspiration, and behaviour. While it was difficult to \nidentify definitively the degree oflearning achieved by the participants, conclusions can \nbe drawn that the participants experienced learning and some change in the areas of \nknowledge and skill, attitude, aspiration, and behaviour. What was notable was the \ncontinued belief on the part of the participants of the value of collaboration as a means of \nlearning.
Author: Michelle L. Hudon
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1520449090