Group processing as a structured peer- and self-assessment process focused on the learning process rather than outputs¶

Theory · All theories
Evidence · 5 claims (5 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

Group processing is defined as a crucial element of cooperative learning in which students evaluate the effectiveness of the learning process by describing helpful and unhelpful strategies, deciding which behaviors require change, and acknowledging group members' success. The article states that "group processing opens a new means of assessment that focuses on the learning process" and that it is shared by all group members, faculty facilitator and students alike, addressing the weaknesses of peer assessment that lacks transparency or accountability. It is intended to create a safe space for continuous constructive feedback that builds community and encourages realistic evaluations of individual strengths and weaknesses.

Design Implications¶

Context¶

Requirements¶

• A safe space in which group members provide continuous, constructive feedback to each other
• Transparent and accountable mutual feedback to build mutual trust
• Full participation by each group member with sufficient time set aside

Constraints¶

• Without the capacity to assess a group's process, the group may begin to falter, weakening its ability to address learning issues
• The study did not attempt to isolate and evaluate specific elements of group processing

Target Learners¶

• first-year undergraduate students in small interdisciplinary seminars

Target Learning Objectives¶

• understanding oneself as a learner, knowledge producer, and team member
• realistic evaluation of individual strengths and weaknesses relevant for group learning
• continuous improvement through feedback

Claims¶

• Participants reported that group processing affected their broader university experience and their experiences after university [+W]
• Participants reported significant improvement in their ability to deliver, receive, and implement feedback between the seminar and the time of survey [+W]
• Students' evaluation of group processing as a positive contribution to learning increased significantly from the beginning to the end of the course and again to the time of survey [+W]
• Students retrospectively evaluated group processing as time well spent and vividly remembered it years later [+W]
• Most former students reported using group processing after their seminar and rated it as transferable to other contexts [+W]

Related Theories¶

Examples¶

• Employ group processing regularly in collaborative and team-based education without subordinating it to content-based learning

Key Sources¶

• Lachowsky, N. J., & Murray, J. (2021). Group Processing: Students Reflections on the Experience and Impact of Group Processing. Journal of Problem Based Learning in Higher Education, 9(2). https://doi.org/10.5278/ojs.jpblhe.v9i2.2883