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Answers to teachers’ questions on assessing collaborative learning

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Answers to teachers’ questions on assessing collaborative learning

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I think the trends mentioned by Dr. Luís Valente: friendship dependency, benefit of the dominators' and benefit of parasitism, are in fact three big aspects we can attenuate with collaborative work. I say this based on some of my experience with this type of learning methodology. Most students begin to understand that tat one colleague who is his/her best friend since ever is not the best person to work with; those who believe to be (or are in fact) dominators have to give space to the others' ideas, learn to negociate and respect someone else's point of view; and parasits either start collaborating with their peers and accepting some responsibility or they know they will be left behind.

I do agree with the percentage weight when assessing activities, but one question comes to mind: what would that weight be?

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Collaborative learning - What to assess and how?

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Collaborative learning - What to assess and how?

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I have never used existing rubrics or checklist, but I have created, along with two other colleagues, a rubric in which the students were not involved. Based on this experience, I can say that we have complicated the all process all too much (but I know this is a personal problem as well). I will surely use the given tips and spread them between other teachers. Once again, the problem I believe most of us have to deal with is the fact that, by the end of the school term, module, or year, we have grade our students quantitantively, rather than qualitatively. Of course all the guidelines and examples are extremely useful, but the expression previously used by Anna "you cannot be coach and referee at the same time" is exactly how I feel.

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Collaborative learning and student peer reviews

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Collaborative learning and student peer reviews

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I use the same technique as Anna when setting up groups and also believe it makes students more responsible for their work. I have never assessed any activity, work, report, presentation or project the same way she has, using online questionnaires, but I will try it this year.

I think Anna has touched a very important aspect of these new methodologies and approaches some of us are trying to implement in our classrooms: formative vs summative evaluation. When we get to the end of any project and have to evaluate our students, I think we all feel like we don't have nor were ever given the correct tools or guidelines to do so. We still need to work on that a lot .

I know some of the digital tools that were presented, but haven't worked with all. Edmodo, for example, has been used for collaborative work in my school, but among teachers, not students. I have worked, and like doing so, with Kahoot - which students enjoy working with in class; Padlets - that have shown to be usefull to collect all types of information; and Google Drive - which I frequently use both with students and other teachers. I am going to do some research on Blendspace and Quizalize and probably try something with them as well.

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A sports teacher's experience of assessing students’ collaborative learning

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A sports teacher's experience of assessing students’ collaborative learning

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Actually, I usually ask the same type of questions to my students (and they are 15-20 years old). I think most of them realize what they did and could have done better on their collaborative work and the ones who really give an effort express their satisfaction. If teachers like Chrysa start doing these type of work and assessment with students of younger age, they will find it easier later on. I think it isn't easy to adjust to a new assessment method when you have spent so many years correcting individual tests and worksheets. However, when we leave tests behind and internalize collaborative work you start developing new strategies. As teachers, we are all in continuous learning. This is just another step in our careers.

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In my opinion, collaborative work assessment encourages most of the students in my classes. Some of them are, obviously, more competitive but start understanding the importance of collaborative work and its essence quite rapidly. As I have said previously, students need to understand what working collaboratively really means and it is the teacher's responsibility to do that.
I don't think I am as brief and clear as I would like when assessing my students, but that is something I'm working on myself.
Fortunately, in my school we take into consideration all the collaborative projects students develop along the school year. From my experience, and because I worked with other teachers, from different subjects on a same project, I think it is important for teachers to sit down and reflect on the how they want to assess students. In our case, we created a table with the parameters we wanted to evaluate during each class. That document was created on Google Drive and shared by all the teachers. This year we intend to improve it

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1st learning activity - Creating a Portfolio: Code 2;
2nd learning activity - Creating a tourist guidebook: Code 5.

You can find the full descriptions here: https://padlet.com/helenaliberato/rz99scj5wxvk
(3rd column, Module 1)

When analizing the rubric and my previous assessement of low/high level activity, they did not change. I consider the rubric to be of high interest to any teacher as it can easily guide us on the type of learning activities we want to create and present to our students.
In the future, I will take the rubric into consideration and share it with my peers. I think it will also help us with the creation of intercurricular projects.

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Last school year, I developed an activity where students had to create their own digital portfolio. Most of them used Wix and Webnode. They were to help each other while creating their curriculum vitae, searching for a job ad related to their area of study and writing the cover letter for the chosen ad. I consider this to be a low level of collaboration activity as it was mostly an individual type of activity.

On the other hand, and as an example of a high level of collaboration activity, I will choose the interdisciplinary project we named “A Lisboa de Pessoa” (Pessoa’s Lisbon). In this activity, five subjects – Portuguese, Civics, Physics, IT and English as a foreign language – were involved. 12th grade students, divided into small groups of three to four students, had to create, as a final product, a tourist guidebook, pretending they were Fernando Pessoa (one of the most famous Portuguese writers of the 19th century). They had to search for information on modernism in Portugal, its aesthetics and literature context, Fernando Pessoa’s biography and poetry, local establishments that existed in Lisbon in the late 20’s as well as professionals (in the intend to make them realise how consumerism has changed along the years) and build a route any tourist would take to know the poet and the city of Lisbon. The guidebook had to be bilingual and some students chose to make a paper version (and most of them used Canvas), like a pamphlet, others to create their own app, using MIT Inventor. It was great to watch them work together to build their own guides for about two, two and a half months.

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A History & Geography teacher’s experience of collaborative learning

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A History & Geography teacher’s experience of collaborative learning

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A History & Geography teacher’s experience of collaborative learning

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A foreign language teacher’s experience of collaborative learning

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A foreign language teacher’s experience of collaborative learning

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A foreign language teacher’s experience of collaborative learning

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Collaborative learning in a flexible classroom

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Collaborative learning in a flexible classroom

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Collaborative learning in a flexible classroom

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After a field trip to Almada, where students will also visit the Medieval Museum of the city, groups of up to four elements will have to create a 5 minute video on the trip. All information given in Portuguese will have to be translated into English.

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Collaborative Teaching and Learning MOOC- 2nd edition
Professor Butler's rubric on Collaboration

Good to help when thinking about design a collaborative activity!

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From Professor Butler, Collaborative Teaching and Learning MOOC- 2nd edition
The 4 Collaboration Questions

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My name is Helena Liberato and I teach English at Escola Profissional de Almada, in Portugal.

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The school where I teach, Escola Profissional de Almada, is a VET School.

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Escola Profissional de Almada, my school

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Escola Profissional de Almada, my school

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Take a snek peek at:

https://www.facebook.com/pg/EscolaProfissionalAlmada/

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In September 2016, Laboratório de Inovação e Aprendizagem was innagurated by the Portuguese Minister of Science, Technology and Higher Education, Professor Manuel Heitor.

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Laboratório de Inovação e Aprendizagem (PT) - FCL

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Laboratório de Inovação e Aprendizagem is a flexible learning space which is being developed in Escola Profissional de Almada. Escola Profissional de Almada is a VET School with students from 10th to 12th grade (15-23 years old).