Module 3
Assessing Collaborative Efforts
Collaboration is a form of constructivism in that the process promotes initiative, creativity, critical thinking skills, and dialogue on the part of the learners (Palloff & Pratt, 2005, p.6). Traditional modes of assessment are not designed to account for group work, participation and collaboration in a learning community. Alternate assessment guidelines need to be established and presented prior to students working in a collaborative situation. Siemens refers to this as a participative pedagogy, creating a shift from individual evaluations to a group participation activity (Laureate Education Inc., 2008).
Prior to assessment, the teacher needs to design learner-centered activities that permit group participation and self-reflection for the learners. One way to accurately score collaborative activities is to establish distinct roles within the group and to use a rubric designed for the specific task. By utilizing a rubric, the teacher accounts for the varying skill levels each member brings to the group, further ensuring a “fair and equitable assessment” in the end. Individual group members can select roles, based on individual strengths, furthering the success of the group.
In order for collaborative assignments to be a successful endeavor, all members of the group need to establish rules, roles, and consequences. This may be more successful in an adult learning environment, but is essential for the ultimate success of the group. If a student refuses to participate, the other group members will need to pick up the slack, as their grade will be in jeopardy as a result. The members of the collaborative group will need to notify the instructor and who will ultimately determine the consequences. Collaboration is a skill that is required in virtually all aspects of life. Students benefit from learning how to collaborate and work in teams and may be more successful adults as a result.
The following are links to blogs that are related to collaboration and assessment.
http://cilass.group.shef.ac.uk/?p=153
http://www.connectionseducationresearch.com/blog/2009/07/24/collaborative-learning-and-cognitive-load/
http://blog.educationbug.org/2009/09/collaborative-learning.html
http://www.aln.org/publications/magazine/v4n1/clark.asp
References:
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.
Siemens, G. (2008). Assessment of collaborative learning. [Motion picture]. Laureate Education Inc. Baltimore: Author.
Subscribe to:
Post Comments (Atom)
Jane, I agree that the instructors should provide learner centered activities. These activities should also promote critical thinking and allow for self-reflection. One of the best ways to assess this is with rubrics. I personally like rubrics because it gives a list of expectations. I usually go to the rubric before and after an assignment to be sure I have follow the standards for the particular assignment. When I am participating in collaborative assignments, I try to encourage my peers to meet the expectations of the rubric.
ReplyDeleteTiffany, I also use rubrics and find scoring much easier and easier to justify. Students also, once they learn how to read a rubric, enjoy being graded with a rubric.
ReplyDeleteJane, I like the idea of rubrics because it clearly lays out expectations, so does the idea of roles in groups. Being a technology teacher, I use rubrics all the time, whether it is for individual or group assignments. Rubrics also make the assignment easier to grade.
ReplyDeleteJane, I also use rubrics because they are concise and accurate markers for scoring. They also assist in keeping the scorer from deviating or being less than "objective" during the assessment process.
ReplyDeleteJane, I like your ending statement "Collaboration is a skill that is required in virtually all aspects of life." How true this is. When expectations are established and clear from the beginning for the learning community, then individual understands what he/she is expected to contribute to the group. As you my fellow colleagues have already stated, rubrics are a wonderful way to assess group assignments, and I too use them quite often. I have also had my students to help me in the rubric development process, this gives them even greater ownership and accountability for their work.
ReplyDeleteJane,
ReplyDeleteI too like the use of rubrics. They lay the ground work and you know what is expected of you from the beggining. This is something that is very important. Students need to know what is expected of them in order to really grow throughout the learning process.
Sherry