Can Groups Learn?

Abstract

This is a study of assessment of the work of creative problem-solving groups in sixth-grade social studies. We test the proposition that providing students with specific guidelines as to what makes an exemplary group product (evaluation criteria) will improve the character of the discussion as well as the quality of the group product. To assess the group's potential for successful instruction, we examine the character of the group conversation as well as the quality of the group product. We present a statistical model of the process of instruction that connects the use of evaluation criteria, group discussion, creation of the group product, and average performance on the final written assessment.