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An analysis of dialogue and group in...

Sullivan, Debra D.

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An analysis of dialogue and group interaction during collaborative examinations.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An analysis of dialogue and group interaction during collaborative examinations./
作者:	Sullivan, Debra D.
面頁冊數:	120 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1752.
Contained By:	Dissertation Abstracts International65-05A.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3132750
ISBN:	0496799908

An analysis of dialogue and group interaction during collaborative examinations.
Sullivan, Debra D.

An analysis of dialogue and group interaction during collaborative examinations. - 120 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1752.

Thesis (Ph.D.)--Capella University, 2004.

Group work is commonplace in many work settings and educational settings. The purpose of this study was to analyze group dialogue and the nature of group interactions; to identify what students perceive as the benefits of collaborative assessment; and, to explore the observations of faculty who have proctored collaborative examinations. A case study methodology was used to collect and analyze data. Findings confirmed that critical thinking skills were exhibited during group dialogue and revealed six major benefits of collaborative examinations. Collaborative examinations offered the opportunity for students to realize the benefits of group work while receiving immediate feedback on performance and participating in their own formative assessment. Cross-case analyses suggest that the benefits outweigh potential negatives associated with collaborative examinations.

ISBN: 0496799908Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

An analysis of dialogue and group interaction during collaborative examinations.
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520 $a Group work is commonplace in many work settings and educational settings. The purpose of this study was to analyze group dialogue and the nature of group interactions; to identify what students perceive as the benefits of collaborative assessment; and, to explore the observations of faculty who have proctored collaborative examinations. A case study methodology was used to collect and analyze data. Findings confirmed that critical thinking skills were exhibited during group dialogue and revealed six major benefits of collaborative examinations. Collaborative examinations offered the opportunity for students to realize the benefits of group work while receiving immediate feedback on performance and participating in their own formative assessment. Cross-case analyses suggest that the benefits outweigh potential negatives associated with collaborative examinations.
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