Formatively Assessing Teamwork in Technology-Enabled Twenty-First Century Classrooms: Exploratory Findings of a Teamwork Awareness Programme in Singapore

Autor/inn/en	Koh, Elizabeth; Hong, Helen; Tan, Jennifer Pei-Ling
Titel	Formatively Assessing Teamwork in Technology-Enabled Twenty-First Century Classrooms: Exploratory Findings of a Teamwork Awareness Programme in Singapore
Quelle	In: Asia Pacific Journal of Education, 38 (2018) 1, S.129-144 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koh, Elizabeth) ORCID (Tan, Jennifer Pei-Ling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2018.1423952
Schlagwörter	Foreign Countries; Teamwork; Formative Evaluation; Student Evaluation; Technology Uses in Education; Self Evaluation (Individuals); Peer Evaluation; Secondary School Students; Student Attitudes; Competency Based Education; Relevance (Education); Accuracy; Reflection; Learner Engagement; Focus Groups; Case Studies; Mixed Methods Research; Interviews; Observation; Singapore + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sekundarschüler; Schülerverhalten; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Relevance; Relevanz; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Singapur
Abstract	Teamwork, one of the core competencies for the twenty-first century learner, is a critical skill for work and learning. However, assessing teamwork is complex, in particular, developing a measure of teamwork that is domain-generic and applicable across a wide range of learners. This paper documents one such study that leverages technology to help provide a formative assessment of teamwork. It focuses on the self and peer ratings of a teamwork measure and a pedagogical method, which was trialled as a teamwork awareness programme in a mainstream Secondary School in Singapore. This teamwork awareness programme was incorporated into the school's Interdisciplinary Project Work curriculum. Findings of students' experiences of the programme are described. The teamwork competency dimension of "team emotional support" was rated highest amongst students. Also, students' report gains in teamwork awareness, mixed engagement in reflective practices, and on the real-world relevancy of the programme. Discussions and implications of the findings follow. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01