Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21689
Title: 
Authors: 
Keywords: 
Teamwork
Formative assessment
Twenty-first century competency
Project work
Singapore
Issue Date: 
2018
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.
Description: 
This is the final draft, after peer-review, of a manuscript published in Asia Pacific Journal of Education. The published version is available online at https://doi.org/10.1080/02188791.2018.1423952
URI: 
ISSN: 
0218-8791 (print)
1741-6855 (online)
Other Identifiers: 
10.1080/02188791.2018.1423952
Appears in Collections:Journal Articles

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