Assessing and Improving the Quality of Group Critical Thinking Exhibited in the Final Projects of Collaborative Learning Groups

By Jon F. Schamber, Sandra L. Mahoney. The Journal of General Education, 2006

88 citations recorded by the source corpus.

This study examined the group critical thinking skills of students in a first-year general education course. A compound rubric was designed to assess critical thinking in group papers on social policies. Results indicate that revision in writing and the use of a rubric are associated with improved group thinking skills.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/dccd220650933f63bec26528d5e6777fb585e1c8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. A. Jonsson
2. Ernesto Panadero
3. C. C. Lo
4. Gunilla Svingby
5. Zeki Arsal
6. Zi Yan
7. Heidi L. Andrade
8. J. Botella

In Education

1. Ernesto Panadero
2. A. Jonsson
3. C. C. Lo
4. Gunilla Svingby
5. Zeki Arsal
6. Heidi L. Andrade
7. Phillip Dawson
8. J. Botella

Citations in the corpus

• How Student Satisfaction Factors Affect Perceived Learning. (2010, background): “Previous studies show that students’ academic success relies on certain features of learning environments, notably on small-group work and problem-solving exercises (Gokhale, 1995; Johnson, Johnson, and Smith, 2007; Jones, 2006; Nelson, 1994; Olivares, 2005; Schamber and Mahoney, 2006; Springer, Sta”
• The Effects of Microteaching on the Critical Thinking Dispositions of Pre-service Teachers (2015, background): “Thus, it is important for teachers to improve the critical thinking skills of their students (Halpern, 2001; Schamber & Mahoney, 2006).”
• The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, background): “In relation to the former, Schamber and Mahoney (2006) report that a majority of faculty members found the rubrics to be “very useful” for providing students with feedback on drafts.”
• The use of scoring rubrics: Reliability, validity, and educational consequences (2007, background): “…2003) while others have positive effects only in some areas (Green & Bowser, 2006; Sadler & Good, 2006; Schafer, Swanson, Bené, & Newberry, 2001; Schamber & Mahoney, 2006; Schirmer et al., 1999), or only in combination with other interventions (Toth, Suthers, & Lesgold, 2002), and in one study…”
• Rubrics as a way of providing transparency in assessment (2014, background): “…reporting about greatly improved student performance as a result of clarified expectations through the use of rubrics (e.g. Jonsson 2010; Schamber and Mahoney 2006) Obviously, the rubrics must somehow provide at least some transparency to the students, so that they are able to meet the…”