"The Group Must Come First Next Time": Students' Self-Assessment of Groupwork in a First-Year Criminal Justice Topic. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Melville, Angela
• Is Part Of: Journal of criminal justice education. Volume 31:Issue 1(2020)
• Page Start: 82
• Page End: 99
• Publication Date: 2020-01-02
• Subjects: Groupwork -- self-assessment -- collaborative learning -- life-long learning -- deep learning -- effective learning; Criminal justice, Administration of -- Study and teaching (Internship) -- United States -- Periodicals; Criminology -- United States -- Periodicals; 364.071
• DOI: 10.1080/10511253.2019.1668032
• Languages: English
• ISSNs: 1051-1253

Abstract

Abstract: Students are increasingly conceived as active learners who collaborate in their own learning rather than being passive recipients of knowledge. This paper provides a qualitative examination of first year criminology students' engagement with two methods for encouraging students to become active and collaborative learners: a groupwork exercise and student self-assessment. Most previous research has examined teachers' views of groupwork and the use of self-assessment by students to rate their own academic performance. In contrast, this paper analyses whether self-assessment contributes to students' effective learning in a groupwork exercise. Analysis reveals that while self-assessment is valuable in producing feedback about teaching design, it is less effective in promoting student critical self-reflection and self-learning. The results also suggest several features of groupwork exercises that are necessary to promote students' deep learning.