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Why Do Students Resist Assessment by Group-Work? Hearing Critique in the Complaint

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Title: Why Do Students Resist Assessment by Group-Work? Hearing Critique in the Complaint
Language: English
Authors: Kathryn Telling (ORCID 0000-0001-8000-0710)
Source: European Educational Research Journal. 2024 23(5):745-763.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Evaluation Criteria, Individualism, Student Attitudes, Cooperative Learning, Student Evaluation, Achievement Rating, Evaluation Problems, Resistance (Psychology)
Geographic Terms: United Kingdom (England)
DOI: 10.1177/14749041241249223
ISSN: 1474-9041
Abstract: The cry that today's higher education students are particularly individualist is a commonly-heard one. In England, the considerable personal cost of tuition is often blamed for creating a series of negative student traits, including consumerism (an idea that one has bought the right to a degree) and individualism (a sense of the individual as the beneficiary of the bought product, as against any sense of collectivism, or education as public good). This paper explores one element of students' purported individualism: their resistance to group-work as an aspect of assessment. Presenting interview data with university students in England, it argues that such student disquiet does not stem from a resistance to collectivism in general. Using pragmatic sociology, the paper considers students' often gentle and humorous comments about group-work as critique, not complaint. Rather than understanding students' resistance to group-work as individualist grievance about doing something they would simply rather not do, this way of conceptualising their comments understands students as making critical points about what should be assessed for at university. It argues that this way of thinking about resistance to group-work leads us to take that resistance seriously, and in turn to take students seriously as interlocuters on educational matters.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440504
Database: ERIC
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Criteria%22">Evaluation Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Individualism%22">Individualism</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Rating%22">Achievement Rating</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Problems%22">Evaluation Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Resistance+%28Psychology%29%22">Resistance (Psychology)</searchLink>
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  Data: The cry that today's higher education students are particularly individualist is a commonly-heard one. In England, the considerable personal cost of tuition is often blamed for creating a series of negative student traits, including consumerism (an idea that one has bought the right to a degree) and individualism (a sense of the individual as the beneficiary of the bought product, as against any sense of collectivism, or education as public good). This paper explores one element of students' purported individualism: their resistance to group-work as an aspect of assessment. Presenting interview data with university students in England, it argues that such student disquiet does not stem from a resistance to collectivism in general. Using pragmatic sociology, the paper considers students' often gentle and humorous comments about group-work as critique, not complaint. Rather than understanding students' resistance to group-work as individualist grievance about doing something they would simply rather not do, this way of conceptualising their comments understands students as making critical points about what should be assessed for at university. It argues that this way of thinking about resistance to group-work leads us to take that resistance seriously, and in turn to take students seriously as interlocuters on educational matters.
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Evaluation Criteria
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      – SubjectFull: Individualism
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Achievement Rating
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      – SubjectFull: Evaluation Problems
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      – SubjectFull: Resistance (Psychology)
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Why Do Students Resist Assessment by Group-Work? Hearing Critique in the Complaint
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