Aligning Assessment, Rewards, Behaviours And Outcomes In Group Learning Tasks
- Topics:
- Rewards and Recognition
- Tags:
- Leadership,
- Management,
- Task
- Source:
- Curtin University of Technology
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Overview: Academics often use group learning tasks to enhance educational outcomes in the classroom and laboratory setting. Quite often, however, the group learning task goes awry and the intended benefits of the experience do not occur. Failure to understand how assessment, reward and group behaviour constructively align to the learning outcomes is often the cause of the groups' dysfunction. This purpose of this paper is to illustrate the principle of constructive alignment. Examples from two programs are provided where constructive alignment principles were applied. In the first example, undergraduate physiotherapy students practiced their clinical assessment and reasoning skills in a paired group task. In the second example, post-graduate business students worked on their leadership skills in a paired group task.
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Format: PDF | Size: 246KB | Date: Nov 2006 | Pages: 9
