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dc.contributor.authorStrauss, P.
dc.contributor.authorU, A.
dc.date.accessioned2009-05-28T04:07:32Z
dc.date.available2009-05-28T04:07:32Z
dc.date.copyright2007
dc.date.created2007
dc.date.issued2009-05-28T04:07:32Z
dc.identifier.citationHigher Education Research and Development, 26(2), pp.147-161
dc.identifier.urihttp://hdl.handle.net/10292/641
dc.description.abstract'Group is good, and group is good for curing all social ills' was the cynical observation of one of the lecturers in this study. Her comment reflects the uneasiness of lecturers at tertiary institutions with the notion that the educational advantages of group assessments far outweigh the disadvantages, and that such an approach promotes the integration of minority groups in multicultural universities. The dilemmas facing lecturers in multicultural tertiary classrooms are reflected on in this paper, when they adopt group assessment as a means of evaluation and highlight those challenges that often jeopardize the successful implementation of this type of practice.
dc.publisherTaylor and Francis
dc.rightsThis is an electronic version of an article available online at: http://www.informaworld.com. See above for full citation and link to the publisher's version.
dc.sourceHigher Education Research and Development, 26(2), 147-161
dc.subjectGroup assessments
dc.subjectImplementation
dc.subjectLecturers
dc.subjectMulticultural
dc.subjectTertiary
dc.titleGroup assessments: dilemmas facing lecturers in multicultural tertiary classrooms
dc.typeJournal Article
dc.rights.accessrightsOpenAccess
dc.identifier.doi10.1080/07294360701310789


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