Managing and Assessing Collaborative Group Work in a Multi-Cultural Class: A Pragmatic and Constructive Approach
Managing and Assessing Collaborative Group Work in a Multi-Cultural Class: A Pragmatic and Constructive Approach

Summary/Abstract: This article undertakes a comprehensive literature review to explore the complexities of managing and assessing collaborative group work in multicultural classrooms in the post-pandemic educational landscape. Anchored in Milton Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) and Jude Carroll’s insights on educational mobility, the review critically examines the theoretical underpinnings and practical challenges associated with diverse learning environments. Bennett’s DMIS is employed as a framework to understand and navigate cultural differences within the classroom, while Carroll’s research provides an in-depth look at the adaptation challenges of educationally mobile students. Through a synthesis of existing literature, this paper proposes practical strategies for educators, aiming to enhance group dynamics and improve assessment methods in a way that promotes inclusivity and fairness. The goal is to enrich the academic discourse by providing a nuanced analysis of multicultural group work management and assessment, drawing from a wide range of empirical studies and case analyses.

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