| dc.contributor | 公行系 | |
| dc.creator (作者) | 謝文琪 | |
| dc.creator (作者) | Shie, Wen-Chi;Wu, Yi-Chin (Sarah) | |
| dc.date (日期) | 2025-08 | |
| dc.date.accessioned | 13-十一月-2025 10:57:29 (UTC+8) | - |
| dc.date.available | 13-十一月-2025 10:57:29 (UTC+8) | - |
| dc.date.issued (上傳時間) | 13-十一月-2025 10:57:29 (UTC+8) | - |
| dc.identifier.uri (URI) | https://ah.lib.nccu.edu.tw/item?item_id=179714 | - |
| dc.description.abstract (摘要) | Group-based learning in higher education significantly enhances student learning outcomes such as critical thinking, intercultural competence, and problem-solving. However, implementing group-based learning and assessment faces challenges like free-rider behaviors and varying levels of motivation in taking the course among students, which can hinder group project quality and learning development. As part of a three-year research project, a pilot study was conducted at an undergraduate course within the Department of Public Administration at a large research university. This study utilized exams, peer assessment, pre-post reflections, observations, in-depth interviews, and pre-post surveys to balance scoring fairness and promote collaborative learning to achieve higher attainment on various learning outcomes. The study results support previous research on improving learning outcomes and highlight the importance of integrating peer assessments and reflections to gauge individual contributions and learning development throughout the collaborative process. Students gradually recognized the value of collaborative projects, indicating that group-based learning assessments should consider cognitive and affective outcomes. | |
| dc.format.extent | 166 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | Emerging Dialogues, 2025-08-29 | |
| dc.title (題名) | Assessing Student Learning Outcomes in Group-Based Projects: Challenges and Best Practices | |
| dc.type (資料類型) | other | |
