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Formatively assessing teamwork in technology-enabled twenty-first century classrooms: Exploratory findings of a teamwork awareness programme in Singapore
Citation
Koh, E., Hong, H., & Tan, P. L. (2018). Formatively assessing teamwork in technology-enabled twenty-first century classrooms: Exploratory findings of a teamwork awareness programme in Singapore. Asia Pacific Journal of Education, 38(1), 129-144. https://doi.org/10.1080/02188791.2018.1423952
Abstract
Teamwork, one of the core competencies for the twenty-first century learner, is a critical skill for work and
learning. However, assessing teamwork is complex, in particular, developing a measure of teamwork that
is domain-generic and applicable across a wide range of learners. This paper documents one such study that
leverages technology to help provide a formative assessment of teamwork. It focuses on the self and peer
ratings of a teamwork measure and a pedagogical method, which was trialled as a teamwork awareness
programme in a mainstream Secondary School in Singapore. This teamwork awareness programme was
incorporated into the school’s Interdisciplinary Project Work curriculum. Findings of students’ experiences
of the programme are described. The teamwork competency dimension of ‘team emotional support’ was
rated highest amongst students. Also, students’ report gains in teamwork awareness, mixed engagement in
reflective practices, and on the real-world relevancy of the programme. Discussions and implications of the
findings follow.
Date Issued
2018
Publisher
Taylor & Francis
Journal
Asia Pacific Journal of Education