Abstract
School principals and senior school administrators evaluated an in-service training course in which they had participated, concerned with the use of co-operative learning programs in schools. Approximately half of the participants made their evaluations as individuals, whereas the remaining participants made their evaluations as members of three-person groups which were asked to reach consensus on each rating item. Course evaluations were more positive in the group-evaluation condition. The results are discussed in terms of group polarisation theory and validity issues concerning the uses of such evaluations in higher education settings.
Original language | English |
---|---|
Pages (from-to) | 139-146 |
Number of pages | 8 |
Journal | Australian Journal of Education |
Volume | 38 |
Issue number | 2 |
DOIs | |
Publication status | Published - 1 Aug 1994 |
Externally published | Yes |
Keywords
- cooperative programs
- evaluation methods
- group dynamics
- inservice education
- professional development
- teacher evaluation