Assessment in Cooperative Learning

Cooperative Learning through a Reflective Lens - George M. Jacobs

George M. Jacobs [+-]
Educational consultant, Singapore
George M. Jacobs received their PhD in Educational Psychology in 1991 from the University of Hawai’i at Manoa and has taught in Singapore since 1993. Education is George’s passion, in particular such areas as humane education, student-centered learning, cooperative learning, extensive reading, and ecolinguistics. George has hundreds of publications in these areas and has served on the boards of local and international organizations, for example as vice-president of Singapore’s Kampung Senang Charity and Education Foundation.
Anita Lie [+-]
Widya Mandala Surabaya Catholic University, Indonesia
Anita Lie is a professor at Widya Mandala Surabaya Catholic University, Indonesia. She teaches at the Faculty of Teacher Training and the Graduate School. Her areas of research are teacher professional development, English education, heritage language learning. She has also been consulting projects on school improvement in remote regions of Indonesia. She was granted SEAMEO-Jasper Fellowship Award in 2000 for her research on English curriculum in Indonesia. In 2011, she was a research fellow at the University of California, Berkeley. In 2016, she got a research grant from American Institute for Indonesian Studies (AIFIS) Luce Fellowship for her research on heritage language learning among second generation of Indonesian-Americans in California. In 2018, she got a Dedicated Scholar Award from Kompas, a leading national newspaper in Indonesia. She has published books and articles in scholarly journals as well as newspapers.
Siti Mina Tamah [+-]
Widya Mandala Surabaya Catholic University, Indonesia.
Siti Mina Tamah is a full-timer at the English Department of Widya Mandala Surabaya Catholic University, Indonesia. She has been working in the field of education since 1988. Ever since she graduated from the University of Groningen, the Netherlands where she obtained her Doctor degree in 2011 funded by the Indonesian Government, she has been involved in teaching students at Master's Program in TEFL, Graduate School at Widya Mandala Catholic University. In 2003 she was granted a SEAMEO (RELC) Research Fellowship Award. In 2013 she was an awardee of Scheme of Academic Mobility and Exchange program held by the Indonesian Directorate General of Higher Education. This award made her a visiting scholar at Southern Cross University, Lismore, Australia for three months. Her research areas are teacher training, and teaching methodology. Her current research interests include Cooperative Learning, teacher development program, and assessment.


If you are like us, the authors of this book, you love to teach, but when it comes to assessment, such as marking homework or tests, your enthusiasm shines significantly less brightly. However, when we stop to think about it, assessment is something we all do so often in so many other parts of our lives. For instance, when we wake up, we assess how well we slept the night before and whether we might want to try to grab another five minutes of shut eye. When we do get out of bed, as we prepare breakfast for ourselves and our families, we assess the quantity, nutrition, and taste of the food we are preparing. After we bathe, we have more assessment tasks, as we use our knowledge of the likely weather, where we are likely to be later that day, with who, doing what to select what to wear and what to bring along with us when we leave home. Finally, when the day nears an end, maybe about 15 hours later, and we are looking for something relaxing to read, play, or watch, the internet provides so many options for us to assess before making a choice and then, five minutes later, upon further assessment, maybe changing our choice. Thus, assessment in non-academic aspects of our lives is an inescapable and sometimes even enjoyable activity. We do not expect that this chapter will convince you to enjoy the academic assessment you do, but we do hope that discussing and reflecting on assessment will make you feel a bit more positive toward this vital element of education. It worked for us. This chapter considers a number of questions about assessment generally, as well as questions about assessment when cooperative learning takes place. Three points that we find to be of particular value concern frequent assessment aided by the fact that in cooperative learning, students are available to aid teachers in assessing peers and themselves; ipsative assessment, in which students compare their current performance with their previous work; and combination grades, in which groupmates’ results and evaluations impact one another’s grades.

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Jacobs, George ; Lie, Anita; Tamah, Siti Mina. Assessment in Cooperative Learning. Cooperative Learning through a Reflective Lens. Equinox eBooks Publishing, United Kingdom. Nov 2022. ISBN 9781800502260. Date accessed: 07 Jul 2022 doi: 10.1558/equinox.43495. Nov 2022

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