Assessment
of collaborative learning can be delivered in a number of ways. One effective method is allowing classmates
to assess each other. Siemens suggested
that educators diminish their role as the sole individual conducting all of the
assessment (Laureate Education, 2008).
Moreover, Siemens postulates that instructors ought to direct learners
to online communities where they can network with other learners as well as
offer and provide feedback (Laureate Education, 2008). Learning Management Systems (LMS)
are tools that educators can utilize to assist in the assessment of online
collaboration. Via LMS
educators have the ability to track and assess learners based on metrics
relating to time used for group activities as well as log in time and
duration.
Students can choose not to participate in group activities
for a lot of reasons. Whether their
reasons are positive or negative, lack of participation in a collaborative
environment is unacceptable. Siemens asserts that educators must establish
a fusion of environments among community as well as individual environments in
order to develop effective learning experiences (Laureate Education, 2008). This will help those individuals who are
reluctant to completely abandon an individualistic approach. Members of the learning community can
encourage others who may be reluctant to participate by inviting them to
conversations or asking them for advice on an assignment. Siemens suggested that educators base their
assessment on participation which has been guided by clearly stated outcomes
(Laureate Education, 2008).
According
to Miller (2011) relying on a singular assessment model proves to be
ineffective due to the fact that learning objectives are not developed from a
singular model. If a student refuses to
participate, he or she is making a conscious decision not to do so. Instructors are obligated to
get involved in situations where learners may over or under participate because
doing so will help to reduce any conflict or frustration (Palloff and Pratt,
2005). There are situations which call for educators to
modify their assessment plan but I do not think this is one of them. According to Siemens, educators have to
modify their assessment model to focus on community learning approaches
(Laureate Education, 2008).
References
Laureate Education, Inc. (2008). Assessment of
collaborative learning. Baltimore, MD:
Author.
Palloff, R. M., & Pratt, K. (2005). Collaborating
online: Learning together in community. San Francisco:
Jossey-Bass.
When you see collaboration in your vision, do you think that it is essential for learning?
ReplyDeleteI feel that some collaboration is needed, because it does harbor increased critical thinking, creativity, and original thoughts (RIT, 2012). The process is not easily done nor is the amount of collaboration, however the benefits can out weigh the disadvantages.
http://online.rit.edu/faculty/teaching_strategies/collaborative_learning/benefits.cfm
Ennis,
ReplyDeleteYou mention two points that I feel very strongly about. I think it is good to find ways to get reluctant group members involved by asking for advice or inviting them to specific conversations. I also like the idea of peer evaluation for collaborative assignments. If those evaluations are weighed with the instructors evaluation I think you have a complete assessment. Do you agree that the student evaluation should be supplemented with instructor assessment?
Best,
Marc
Great blog! I do believe that student evaluations can be supplemented with the instructor assessment. I think about teaching 40 to 50 students and it is difficult to assess individual students effectively. Designing a collaborative task that builds in accountability and focuses on individual strengths is key.
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