Abstract
Group work assessment is a challenging and complex practice for teachers. This study focuses on the challenges teachers perceive before and after participating in a group work assessment project th...
Highlights
This study focuses on teachers’ perceived challenges when conducting group work assessment at upper secondary schools in Sweden
We argue that the challenges of group work assessment that teachers perceive in their practice are an essential key for understanding the complexity of group work assessment
The study contributes with a deeper understanding of the complexity of group work assessment
Summary
This study focuses on teachers’ perceived challenges when conducting group work assessment at upper secondary schools in Sweden. Schools’ curricula around the world (Lundahl et al, 2016) require teachers to assess each student’s knowledge and abilities individu ally, and to give individual grades. Group work is defined as two or more students working together in an educational setting in order to develop knowledge and abilities (Forsyth, 2010). This broad definition encom passes several concepts in the field, such as cooperative and collaborative learning We define challenges as hindrances and problems that teachers come across in their practice of group work assessment
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