“The Group Must Come First Next Time”: Students’ Self-Assessment of Groupwork in a First-Year Criminal Justice Topic

Research output: Contribution to journalArticle

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.
Original languageEnglish
Pages (from-to)82-99
Number of pages19
JournalJournal of Criminal Justice Education
Volume31
Issue number1
DOIs
Publication statusE-pub ahead of print - 30 Sep 2019

Keywords

  • Group work
  • self assessment
  • collaborative learning
  • effective learning
  • First Year Higher Education
  • deep learning
  • life-long learning
  • self-assessment
  • Groupwork

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