Module
3: Assessing Efforts
According to Dr. Siemans, finding new ways to assess
students is a difficult task (Laureate Education, n.d.). This is especially true for the growing
collaborative learning communities in education today. As educators, we would fail our students if
we did not include collaborative assessment (Marcinek, 2001). There are fewer professions today that rely
on individual competencies (2011). Instructors
need to change the assessment models they use (Laureate Education, n.d,).
Instructors need to move beyond mark-based assessments
(Laureate Education, n.d.). Marcinek
(2011) supplies several steps to help instructors create collaborative
assessment. The instructor should set
clear objectives, allow for open collaboration, access to resources, limit
explicit direction, and give clear expectations (2011). It is also important to teach students on how
to give each other meaningful feedback (Palloff & Pratt, 2005). The instructor also needs to be fair, direct,
and equitable (Laureate Education, n.d.).
Rubrics would also help students to know what is expected of them
(n.d.).
However, even with great planning and learning
outcomes, an instructor may come across a student who does not want to work
collaboratively. Clear guidelines for
participation need to be established (Palloff & Pratt, 2007). The instructor needs to become a
cheerleader. Discuss with the student
what is expected and explain how working collaboratively would be beneficial to
the student overall. Group members also
have responsibilities to one another (2007).
Group members can discuss amongst each other on what will be expected,
any limitations that may occur, and preferred styles of communication
(2007). If problems continue, then group
members should contact the instructor for guidance on how to handle the lack of
participation (2007).
Resources:
Laureate Education, Inc. (n.d). Assessment
of Collaborative Learning. Baltimore, MD: Author. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2643771_1%26url%3D.
Marcinek,
A. (2011). Importance of Collaborative Assessment in a
21st Century Classroom. Retrieve from http://www.edutopia.org/blog/collaborative-assessment-digital-classroom-social-media-tools.
Palloff, R. & Pratt, K. (2005). Collaborating
online. San Francisco, CA: Jossey-Bass.
Palloff, R. & Pratt, K. (2007). Building
online learning communities: Effective
strategies for the virtual classroom.
San Francisco, CA: Jossey-Bass.
Hi Lori,
ReplyDeleteI think students should be assessed on collaborative efforts by using rubrics and group participation. This effort would include all students in the group. Also, peer review is an effective way to assess collaborative work.
Your first paragraph is profound. The model used in K-12 has not prepared students for collaboration. For this reason, students that encounter their first required collaboration may find it a very difficult experience.
ReplyDeleteYour assessment of corporate America, or any other mainstream job, is accurate in that it is rare for employees to work independently. Collaboration is a must to prepare students for their jobs. The change in pedagogy towards more collaboration needs to start early on and be applied throughout.
What is your opinion on the student that does not participate. of course you will always have those that do not do their portion, but what about the students that do their work satisfactorily? I am very big on learning styles, and I am trying to get opinions on what instructors should do for those that learn best in an individual setting.
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