Examined the effects of evaluation criteria on the quality of work for creative problem-solving groups of elementary students. 163 6th grade social studies students participated in 5 classroom-based activities which culminated in a final essay requiring learning self-assessment. Other collected data included observations. Results show that subjects (Ss) who received evaluation criteria attained significantly higher average scores on their final essay, and were better able to include appropriate academic content. Those Ss with higher quality group product and better self-assessment were more likely to have higher essay performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved).
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