Abstract
Cooperative Learning is an instructional model in which learners work together toward a common goal (Johnson & Johnson, 1986; Slavin, 1993). Research has clearly shown that cooperation results in higher levels of achievement (Johnson, et al., 1993). This article focuses on Cooperative Assessment, two students, one paper, as learning, and proposes viewing assessment as an integral part of the process of learning and teaching by trying to provoke thoughts about positive interdependence, individual accountability and social skill development, three key features of Cooperative Learning. The paper presents pre-service English Language Teachers’ reflections on Cooperative Assessment used as part of the final exam for “Individual Differences in Foreign Language Learning” course in Fall Semester of 2018-2019 academic year.
 
 <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>
Highlights
According to Hargreaves “learning is valuable if it includes learners making their own meanings in a particular area of knowledge, constructing knowledge of participating and communicating socially and reflecting critically on their learning in diverse contexts, as well as retaining, using and applying information appropriately” (2007, p. 197) . “learner-centered” instructional methods have been in use and increasingly popular in higher education (Baeten, et al, 2010; Lea, et al, 2003), Altan has been advocating “learning-centered” instruction (Altan, 2009, 2014, 2016, 2019) and one of the methods used for both is Cooperative Learning
Cooperative Learning methods and procedures could lead the way to better lifelong learning which includes more dynamic participation; better development of high-yielding production skills; better confinement of subject area content; amelioration of cognitive skills, e.g., problem solving, discussing, enquiring, ability to teach others, constructing of cognizance by connecting old and new content, thinking, memorizing, meaning constructing; less inhibition; better empathy and better social and leadership skills; effective student-teacher and student-student relationships; higher levels of intrinsic motivation as well as incremented self-esteem and sense of autonomy (Coyle et al, 2010; Escobar & Sánchez, 2009; Hargreaves, 2007; Johnson & Johnson, 2014; Marsh, et al, 2013; Mehisto 2012; Meyer, 2010)
Cooperative Learning is a concept of wide-ranging inclusive that refers to a number of methods for organizing and carrying out classroom instruction and practices through conscientiously taught and constructed pair and/or group interaction, for example, Jigsaw, Academic Controversy, Cooperative Integrated Reading and Composition, Student-Team-Achievement-Division (Johnson & Johnson, 2009)
Summary
According to Hargreaves “learning is valuable if it includes learners making their own meanings in a particular area of knowledge, constructing knowledge of participating and communicating socially and reflecting critically on their learning in diverse contexts, as well as retaining, using and applying information appropriately” (2007, p. 197). Cooperative Learning methods and procedures could lead the way to better lifelong learning which includes more dynamic participation; better development of high-yielding production skills; better confinement of subject area content; amelioration of cognitive skills, e.g., problem solving, discussing, enquiring, ability to teach others, constructing of cognizance by connecting old and new content, thinking, memorizing, meaning constructing; less inhibition; better empathy and better social and leadership skills; effective student-teacher and student-student relationships; higher levels of intrinsic motivation as well as incremented self-esteem and sense of autonomy (Coyle et al, 2010; Escobar & Sánchez, 2009; Hargreaves, 2007; Johnson & Johnson, 2014; Marsh, et al, 2013; Mehisto 2012; Meyer, 2010) Despite all these benefits, as highlighted above, Cooperative Learning is yet not so common in classrooms in Higher Education in many parts of the world, except from North America (Ghaith, 2004; Gilles, et al, 2011; Hargreaves, 2007). Since learning is a collective process, assessment should be viewed and practiced collectively with a focus on the students’ socially active involvement and contribution (Rust, et al, 2005)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
