Abstract
Using groups and teams in the classroom seems to have a momentum of its own as more and more educators incorporate various forms of group or team activities into their courses (e.g. Aiken, 1991; Alie, Beam, & Carey, 1998; Boyatiz, 1994; Confessare & Confessare, 1992; Johnson, Johnson, & Smith, 1994; Knowles, 1975; Langrehr et al., 1998; Malinger, 1998; Malinger & Elden, 1987; McCuddy, 1995; McCuddy & Pirie, 2000; Michaelson, 1992; Michaelson & Price, 1999; Miller, 1991; Ramsey & Couch, 1994). As educators embrace teamwork in the classroom, they encounter new and different challenges in attempting to make the teaching/learning enterprise an effective venture. Included among these challenges are the determination of effective team member role behaviors and skills (Christ, McCuddy & Pirie, 2000); dealing with “free riders”, that is those students who do not carry their fair share of the team’s burden; and the evaluation of student performance (Malinger, 1998).
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McCuddy, M.K., Pirie, W.L. (2004). Using Teams in the Classroom: Meeting the Challenge of Evaluating Students’ Work. In: Ottewill, R., Borredon, L., Falque, L., Macfarlane, B., Wall, A. (eds) Educational Innovation in Economics and Business. Educational Innovation in Economics and Business, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1386-3_9
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DOI: https://doi.org/10.1007/978-94-017-1386-3_9
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