Module 3: Assessing Collaborative Efforts

In the evolution of distance education, the work that students perform is moving away from individualization and is transitioning into collaborative group work. For students to succeed and gain knowledge effectively in such an environment, it is necessary for them to continuously, actively participate in such collaboration. Palloff and Pratt (2005) explain how, “involvement in collaborative activity creates a learner-centered focus that calls for learner-centered assessment, meaning that the student becomes the main resource for and source of assessment information” (p. 53). Dr. Siemens (Laureate Education Inc., 2008) supports such ideas by explaining participative pedagogy and how assessments should be learner-centered by allowing students to assess each other, as well as encouraging students to participate in online communities to receive feedback.


From the educator’s point of view, students should be assessed based on their contributions to the group collaboration. To support this form of assessment, educators can use contribution logs to get a picture of how each student is actively participating. Due to varying levels of skills and knowledge in students, instructors must also examine students’ individual work. It is the role of the instructor to look beyond mark-based assessments and base grades on the degree to which a student has grown throughout the course. Dr. Siemens (Laureate Education Inc., 2008) explains how the instructor should also base assessments within authentic contexts. By doing so, each learner will be engaged in all tasks and activities.

In order to encourage all students to participate in a learning community, a collaborative portfolio can be created. Palloff and Pratt (2005) explain that, “the creation of a portfolio that includes both individual and collaborative projects can also serve as an incentive for participation if learners understand that they will be assessed as individuals as well as members of a team” (p. 43). Often, group members choose not to participate in collaboration because they know they will earn the same grade as the team, but the idea of a portfolio encourages students to all participate. Dr. Siemens (Laureate Education Inc., 2008) explains other ways for instructors to encourage communications and individual contributions, such as having students role-play in their learning communities, having students post and contribute to communication within blogs, and bring in experts to support learning concepts through activities.

http://bigthink.com/ideas/39330
The following blog is from the point of view of an educator who takes pride in creating a learner-focused environment in their classroom. McLeod (2011) allows students to assess themselves and each other as he provides feedback to guide learning. The author of this blog also uses data-driven decision making to lead students towards success in learning and future knowledge.

References

Laureate Education, Inc. (Producer). (2008). Assessment of collaborative learning. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5701360&Survey=1&47=9580570&ClientNodeID=984645&coursenav=1&bhcp=1

McLeod, S. (2011). At the heart of my classroom? Student agency and continuous renewal. Retrieved from http://bigthink.com/ideas/39330

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.