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I usually use checklists to assess collaborative work. Students are involved in the assessment as they have to do self assessment very often. We have several good examples in Co-Lab Assessment Guidelines that I would like to try in the future with my classes.

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I have already used rubrics and checklist to assess collaborative work and I think it would be a great idea to have the children construct their own for this purpose. I find the guidelines and examples given in CO-LAB Assessment Guidelines very useful.

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I have already used rubrics and checklist to assess collaborative work and I think it would be a great idea to have the children construct their own for this purpose. I find the guidelines and examples given in CO-LAB Assessment Guidelines very useful.

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I've already used rubrics (for example, I used Rubistar) and checklists to assess collaborative work. I've never involved sutdents in the design of rubrics or checklists but I'm thinking of doing it in the future in order to have their involvement in all aspects of the process. Both the tips given in the video for constructing rubrics and checklists and the guidelines and examples given in the CO-LAB Assessment Gyidelines are extremely useful.

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I'm using checklist for self assessment in this period at school and my students can assess themselves easily and honestly and they are much more responsible for their learning. I use rubrics to assess key competences.

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Genova , Italy
I've never used rubrics or checklist to assess collaborative work. I'm at the beginning of this work and I'm just learning a lot from the course.
I'm going to use all your suggestions and involve students in the building of the checklist .
The examples are also very important ,n my opinion !

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I have never used checklists for assess colaborative work, but they seem to be practical and very adjustables. I find it interesting to include students in the construction of checklists. I think that I am going to try them with my students.. that's why I engaged this course... learn more makes me a better teacher/professional.

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I have never used checklists for assess colaborative work. I find it interesting to include students in the construction of checklists.

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I am of the opinion that the students should participate in the construction of the evaluation elements, in this way they are more involved in the process. It is not an easy task, but it is very enriching. I have used group work evaluation grids, but this reflection is very useful and I will take into account the characteristics focused here

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When I can, I use a checklist to evaluate a group work, and I sometimes involve students in the process. It depends in the students.

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This video was very interesting in the point of view of guiding me to create effective assessment tools. I normaly use checklist, simple ones, as self-assessments but I have always wanted to create a rubric resource bank for any type of unit and/or project evaluation. The guides given in the video on how to create effective, and useful rubrics are very significant for our job.
In Spain, our curriculum includes evaluation descriptors and suggests us to use rubrics as an evaluation tool, but does not give us the guides on how to create them, and since the laws are continuously changing, teachers are not motivated to work on creating rubrics as evaluation tools just because, as said in the video, they seem to be complicated and a hard work.
Thank you for all the clear ideas shown in the video!

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I have never used these rubrics but they seem to be very adaptable. I guess I will try them out.

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I have used  rubrics so far which I created with teacher's groups. With some activities those rubrics have worked all right, sometimes they turned out to be not so useful for specific activities. The Assessment Guidelines are, from my point of view, extremely useful and I think also easy to apply.

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The guidelines and examples given in the CO-LAB Assessment Guidelines seems very useful as an orientation for constructing rubrics and checklists.  When I use rubrics and checklists to assess collaborative work I usually adapt some existing samples.

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In my teaching I use rubrics and checklist, created by me and my students. We create the checklist to help you set goals and the rubrics are done based on goals.
However, I have some difficulty in evaluating the collaboration of each element of the group, so the guidelines and examples given in the CO-LAB are usuful .

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I am using rubrics in my school to access levels of competence. Usually it's hard to design rubrics, so I tend to use it the simpliest that I can, and for that I use students to help me define them. I also use checklists when workgroup have milestones well defined in a product construction activity. The suggestions made in the video are important to be aware of different perspectives and possibilities on how and what to assess.​

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I used only checklist to assess colaborative work prepared by others. I have not experienced myslef in designing rubrics. I used quizzes to help students assess their engagement in the project work. I am sure that involving students in designing the rubrics can be very effective and bring good results. It can clarify if students understand the teacher's intensions and helps to make common conclusions which can influence their learning outcomes. students being aware of the final expectations can work more task oriented and feel satisfied with the goals achieved.

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I have not yet used rubrics to assess, but I've already used checlist for it, created by me.
I think the involvement of the students in the creation of these tools will be very useful, because they will know what will be the target of the assessment.
The guidelines and examples given in the CO-LAB Assessment Guidelines are very useful and I intend to use them in the future.

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I have started to use rubrics for evaluation of homework  this year but not of group work. I have created some sort of rubric using a specific app. By watching the video of this section, I realized that I have to focus more on  assessing  objectives of learning  not the content.

I haven't involved my students in making of rubrics and I am not intending to do it very soon.

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I haven't created rubrics on my own so far because I was using existing ones, but of course I was adding or omitting some parts to these rubrics according to the objectives of the work. After the video I have realized that it is not as difficult as I have thought.  I think involving students in the design of rubrics is a brilliant idea, as they will realize more about the importance of the project they will carry out and also they will be more careful about what they should do or shouldn’t during the process. As for the tips about constructing a rubric I have learned these;
An assessment model could be based around:
(a) Individual and collective learning outcomes;  (b) Teamwork and group goals including individual commitment;
(c) The methodological process adopted to implement and complete the project or task;
(d) The product or;
(e) A mix of targets.
If we want to make an assessment at the end of a class, the assessment tool will have to be simple and not take too long to implement. A complex tool could provide us with biased data or hasty information. A checklist in this case could be adequate, but a written reflection would probably be of little use. If our goal is to provide information to the learners about their progress, we need instruments to collect information that we can display in the shape of scales, trend lines or graphics. When the purpose of the assessment is to provide further information to the teacher for example, using infographics, mind maps, portfolios, blogs or multimedia presentations can be appropriate options. Any of these assessment methods can use digital media tools, although this is not necessary. If using digital media, statistical analysis and content analysis tools can be useful. In other cases, rubrics can be used to assess specific items or learning outcomes.

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Ana Elisabete Teixeira, Vila Nova de Cerveira- Portugal

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Ana Elisabete Teixeira, Vila Nova de Cerveira- Portugal

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At my school, I have not yet begun to implement collaborative learning activities, because first I have to understand exactly how to apply and evaluate. So my experience with the use of headings and checklists has not started yet. With regard to the involvement of students in the design of the rubrics and checklists used in the evaluation of their work, I now believe, thanks to this course, that it is a critical step to improve their involvement and receptivity in collaborative activities. The tips provided in the video for the construction of rubrics and checklists are, of course, very useful, as well as the guidelines contained in the CO-LAB Evaluation Guidelines.

Google Translator

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Unfortunately, I do not have experience in constructing rubrics but I've prepared some checklists when working with other collegues. I hope to find a right way to build them, both for my motivation, and for their. I think all the tips I have been listening until now are useful and will use the examples given

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I have started using rubrics in my school since we have decided to assess and evaluate competences . It is not so easy to design rubrics specially if you want to use a simple one. They are useful indeed. All the suggestions in the video are really interesting and useful to get a clear idea of all the opportunities.

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I think it's a little bit difficult to use construct a rubric. However the students must participate in the evaluation process. The tips mentioned on the video are very useful.

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I have constructed rubrics and checklists to assess collaborative work. Involving students in the design of rubrics, checklists or other assessment tools it´s very useful, because the students understand better the assessment method. The tips given for constructing rubrics and checklists in the video it´s very useful to do myself documents.

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In my opinion, it is difficult to use a rubric evaluation but I think that the students must participate in the evaluation process. It's not easy but it is very enriching.

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I never used existing rubrics and checklists to assess collaborative work, but it seames very interesting. I think it's a good solution involve students in the design of assessment tools, for they know what and how they will be assessement. They also  will be more motivated if they participate in these process.
My experience in assessemnet colaborative work is whith the use of forms and quizs to evaluate indidual work. But I will learn how to construct rubrics and checklists and will take the tips in  mind.

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I have constructed rubrics and I have used / (and still) use rubrics. I have also created checklist. I didn't involve the students in creating them, but I have discussed them with the students - I really believe students perform better if they know what are our expections. Both, rubrics and checklists help a lot - it makes the assessment more transparent, it supports the students' learning and the assessment is more objective - however, the hardest part is to create the rubrics and/ or the checklist.

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I already used rubrics to assess collaborative work and sometimes I use Likert scales and quizes to give students feedback about their progress,  with those options I can  collect information that  can be displayed in the shape of scales. I think the given tips are very useful. Next time I will try to use checklists in assessing collaborative work.

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Depending on the collaborative work, I make checklists to evaluate it or rubrics, but with 5 levels. Before the work the students get to know these tools but never involved them in its construction. The information given in the video and the CO-LAB Assessment Guidelines available in the resources section of this module are useful tools that I will apply in the future.

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I made my first rubrics about a MOOC that I attended but I never used rubrics before to evaluate my pupils because I often use padlets, googleforms, kahoot and answergardens to do it so. When developing eTwinning projects I try to involve my pupils in evaluation by asking them to write words of emotions about the project or to form questions. After words I use these questions in google forms in order to make a questionnaire and send it to them.

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I usually make a checklist to evaluate a group work, but I never involve students in the process. The reflections and the tips presented in the video seem to be useful and effective tools that I will apply in the future

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Although I know rubrics and how to construct them, I have to say, honestly, that I've never used them to evaluate students work (I've used them to evaluate my work).
The video of the course coordinator is very clear and useful and I'll work on it.
What I find very useful is to involve students in the construction of the rubric, it will make students more focused on what they are going to do.

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I am of the opinion that the students should participate in the construction of the evaluation elements, in this way they are more involved in the process. It is not an easy task, but it is very enriching. I have used group work evaluation grids, but this reflection is very useful and I will take into account the characteristics focused here

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I have never used rubrics or checklists but I think they are very useful assessment tools

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I have used rubrics Icreated by using tools on the internet . They are helpful , otherwise the collaborative work would be difficult to evaluate. I need more practice anyway.

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The course coordinator explains what and how to assess collaborative learning, based on the CO-LAB Assessment Guidelines. Rubrics and checklists are introduced as useful tools for assessing collaborative learning and tips on how to construct them are provided, together with available examples.

It is very important to evaluate in collaborative learning: the skills and and the tools.

It should exist a flexible evaluation with to useful information for the formative part . The model should be chosen acording to the work to be done based on the results of Individual and collective learning, the teamwork and goals of the group , the methodological process, the product and the targets.

Rubrics are important as tools that make possuble to grade and evaluate

I consider the checklists extremely usefull: i use them in my classes very often because they can helo students to follow a guideline but they can still be crative and do as they understand they should .

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These assessment tools and tips were very enlightening, and I will make good use of them, going forward. I tried checking out the http://www.eun.org/scenarios link, but it doesn't seem to be working.
I found all the tips and guidelines very uselful and I'm working, as of now, in building these tools the help students with self and peer assessment.

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I must admit that I have never used rubrics or checklist to assess collaborative work because before attending this course my concern was to assess the students output and products rather than their outcomes, Moreover, I now understand that I was not so good at managing group work in the sense that studdents did not work  collaboratevely Now I can realize the difference between cooperation and collaboration,, the meaning of knowldge construction, problem solving skill requiremenys, communcation skill requirements Etc, In short I find that the 21CLD Learning activity rubric is a tremedously helpful tool for me as a teacher because it guides me in a clear way to discriminate betwwen what is  correct and what is not .

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I use checklists for the assessments of group work because I think it is important for students to check the development of their work, to analyze and develop critical thinking about the results.

I think that with the examples of the Co-Lab scripts, I can greatly improve the assessments of the collaborative works.

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For me it is difficult to use a rubric evaluation, because the school establishes a set of specific criteria for the evaluation to be uniform, of course it does not contemplate the value of self assessment and the peer assessment. I would very much like this evaluation to focus on student progression, overcoming their difficulties, and praising their successes and not so much on a general assessment as if students were all learning in the same way.

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I have developed my own rubrics and checlists but i have never paid attention to their accuracy and clarity and lexical length. I have never involved the students designing rubrics and checklists for asessing collaboration. Providing that students do not feel themlves irresponsible towards learning objectives or class plans, students can be easily involved in creation of checklists and rubrics. From now on, i am thinking of reformulating my rubrics and checklists in the light of guidelines mentioned in the module.

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I have never used these types of assessment but it seems to me that are all of them very useful.
And I find the guidelines  and  examples given here useful for learners.
But I need to study more these tools to understand better before I used them.

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I never used rubrics or checklists to evaluate collaborative work. I need to study more these tools to better understand their creation and use.

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(My learning diary:
https://padlet.com/vmnf/t15kcywjqs93 )
Most collaborative work I've done with students is on group projects and out of school STEM projects. On those projects due to lack of experience I've never used a true collaborative work assessment artifacts. My assessment was usually based on group achieving end goals and their final presentation results. Thus I just used a small part of what collaborative work assessment should be, but now I know more on how to implement and how to use to evaluate the full process.
I've used mostly checklists to see if final products reach a set of initial requirements.
Those checklists usually have students as stakeholders since this will improve their acceptance and knowledge of what is requested from them on end.
With checklists students try to match as much items as possible since they know the more they check higher will be their grade. This way students know exactly what is required from them and can set their own objectives.
The tips, guidelines and examples will be very useful to enhance my collaborative activities assessment. Examples are easily usable and give a lot of ideas on how to build my own.

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I have never used existing rubrics and checklists to assess collaborative work, but I think I the guidelines and examples given in the CO-LAB Assessment Guidelines are useful and they will be part of my work as soon as possible.

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I have used checklists i created to evaluate group work. Sometimes they worked better and sometimes worse, depending on the work and the class involved.

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We usually make checklists to evaluate the student's collaborative work.
It is important to take into account the individual characteristics of each and the class.

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I have never used them even if I have already heard about them.

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I have used checklists and also some sort of rubrics so far which I created myself. With some activities those checklists/rubrics have worked all right, sometimes they turned out to be not so useful for specific activities. The Assessment Guidelines are, from my point of view, extremely useful and I think also easy to apply.

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At schools we all work with the same checklists which are design by a group of teachers teaching the same subject. We have to be very clear about all the topics mentioned in the video! It's hard work, but once is done is very adaptable and usable for any situation. I like that. We generally know well the part of what to assess...but how to assess is a totally different story. We use tables and checklists more. Personally, I like checklists when they easy to use. I want to improve the construction of checklists. The guidelines provided in the CO-LAB Assessment Guidelines will be very useful indeed.

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In my opinion, involve the students in the creation of the rubrics, it is an added value to understand each of them better.
I  never used the rubrics and checklist of collaborative learning.

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Till now I have used basic checklists with criteria such as cooperation, autonomy, responsibility, capacity to solve problems … The rubric and checklist examples we have been given are quite useful and they enable us to prepare our own according to our students’ characteristics. Preparing them with the help of the students, after defining the outcomes, had never occurred to me but it can be a good way of involving the students in their learning process.

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I have used checklists i created to evaluate group work. Sometimes they worked better and sometimes worse, depending on the work and the class involved. I found a very good tip to create cheklists based on acquired learning rather than task based.

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I'm a huge fan of designing and using rubrics specially when assessing group work. I always use rubrics when assessing, for example, student's writing. Rubrics are also very useful to students in order to claearly understant what is expected in an activity.

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I have already used rubrics and checklists to assess collaborative. I think it's a great idea to involve the students in creating the rubrics because in this way they will better understand each one of them.

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The development of group work and the results of the group should preferably be evaluated rather than individual success, since it is a collaborative work. If the evaluation descriptors are clear and simple, the rubrics and checklists allow a formative evaluation. It is important to engage students in defining these.

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Italy
I started using some experimental sort of rubric with my primary students age 10.
I tried to involve them in deciding a few points useful for a better learning. I told them that many teachers in all Europe are using descriptors to help thei students learn better.
I teach History and my students are used to working in collaborative groups of tre-five persons. I wrote down some indicators and put the poece of paper at the wall in the classroom.
Then I tried to encorage them to evaluate themselves during group work.
It was good for them because it helped giving them responsability of their behaviour and thry associated learningnot only to knowledge but also to behaviour and attitude.

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I have got hardly any experience with rubrics and checklists as shown in the CO-LAB Assessment Guidelines. So, yes I find them useful.
I will certainly take into account the suggestions mentioned in the video, like trying to involve the students in defining the assessment criteria.

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Dulce Freire, Fernanda Cunha, Marco Fernandes and Vítor Silva, Portugal

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Dulce Freire, Fernanda Cunha, Marco Fernandes and Vítor Silva, Portugal

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We never used the rubrics and checklist of collaborative learning. We use grids focused on the task itself, they are nothing like those in the CO-LAB Assessment Guidelines. We also have never involve students in the design of rubrics, checklists or other assessment tools, however it seems that makes sense. We believe that gives them a feeling of integral part of the process, increases the responsibility, facilitates self-assessment process and peers assessment.

Constructing rubrics and checklists seems very hard task to us, only because we never used/ construct any, this not familiar to us. But whit time and help we will get there so we find the guidelines and examples given in the CO-LAB Assessment Guidelines are very useful. NI��*�

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I am very fond on rubrics; not only for assessing collaborative learning, but even for evaluating projects or essays.
I've sometimes had my students design rubrics, but as training, not for evaluating their own learning. Anyway, do think it (involvling students in the elaboration of evaluation criteria) is a powerful tool for engaging them, letting the know exactly what's to be evaluated and INCREASE THEIR SENSE OF AGENCY OVER THE LEARNING PROCESS

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The design of Co-Lab will be tailored to meet the needs of learners and teachers and will include simulations, modelling facilities, local laboratories and electronic whiteboards used to create virtual classrooms and collaborative workspaces accessible via the Web. The work will focus on integrating the various components so learners experience the Co- Lab learning environment as a single coherent workspace.

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Regarding Physical Education it’s not easy to use rubrics or checklists, because most of the times we perform pratical classes instead of theoretical ones. Rubrics or checklists become harder to use because students remain in activity all class long. Even though, sometimes I use checklists when classes are theoretical, which are ideal for group works.

However, I think that involving students in the design rubrics would be usefull because they become more motivated and may provide them other points of view regarding the assessment.

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By allowing students to participate in the definition of rubrics in the assessment,  teachers engages the students in the process of creation and evaluation. I have never used rubrics and checklists to evaluate collaborative work.

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I usually make my own rubrics and checklists to evaluate collaborative work. I usually do not involve students in creating the rubrics but I have their opinions taken into consideration.

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I've already created rubrics with my collegues for collaborative learning activity, in which we 've defined the skills the students have to reach after a teamwork. The important thing I learned here is the fact we tend to focus our attention on the product and not on the learners' process. The checklist is also important and useful and my purpose was to create one accurate, clear and well-defined, not too long. As final thing I want to involve my students in design of effective rubrics and checklist for a better engagement in the activty.

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Now the assessment of collaborative work seems so clear and approachable. I will be very glad to use these advices!

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I usually make my own rubrics and checklists to assess collaborative work. I confess that I have never involved the students directly but I take into acount their suggestions for the next year students. But it seems a good tip so I am going to try it.

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I never have been using assessment in fromie such forms. The more I read about it the more I like it. I hope that this course and exchange of experience will allow me to change the way you been using, and which do not bring me satisfaction.

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I have used checklists for peer and self-assessment for writing activities for my English language students.  They have been effective with all age groups, but it is essential, as pointed out in the video, that the checklists are simple, very clear and specific.

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I have used checklists for peer and self-assessment for writing activities for my English language students.  They have been effective with all age groups, but it is essential, as pointed out in the video, that the checklists are simple, very clear and specific.

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My experience in collaborative work is very little, so its assessment too. I only have built some rubrics to evaluate group work, only the end result.
I think that by engaging students in the design of collaborative work assessment tools, they will be better able to understand the work goals they will have to do as well as improve their performance.
The guidelines and examples are really useful. Thanks!

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I have never assessed collaborative work as I have found it difficult. Involving students in the design of assessment tools is a perfect idea! I find the tips very useful for me.

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I usually use rubrics for assessing the work of my  students.
As is mention in the video is not easy and take time.
I have use rubrics from moodle platform and also from e-rubrics or Rubistar.

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I designed rubrics and check lists, and this year I'm starting to involve students in the design of rubrics: students better understand the descriptors and the task.
The guidelines and examples are really useful, and I I'm using the scenario template for a flipped classroom about electricity: thanks a lot for all the tips and tools

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I have already created and used rubrics and checklists to assess collaborative work but I have never involved students in crafting them. I think it's a great idea to involve the students in creating the rubrics because in this way they will better understand each one of them.

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I had never used rubrics nor checklists to assess collaborative learning. However I have already seen these tools and I'm curious about them. I agree about involving students in the design of rubrics or other assessment tools. They may better understand the difficulty that assessing students collaborative work really means. The CO_LAB Assessment Guidelines are very very useful!

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I've used rubrics for assessment a project tasks but never for collaborative work. I think that involving students in the design rubrics would be usefull because students could give other look at the assessment.

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To assess collaborative work, I allready used checklists and rubrics, but my students were not involved in this process.
Previously. I show yhem the rubrics/checklists and they know how the work is going to be assess.
Sometimes, I ask the groups/pairs to assess their own work with a checklist, but made by me.

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To evaluate collaborative work I always use tables, with 3 or 4 simple criteria. One table for the final work and one for the process, with an evaluation of 1 (not contrubui / not learned) to 5 (contributes a lot / learned easily).
I think that engaging students in the elaboration of the rubrics will be very good, because it allows the students to become more involved and motived.
The examples and guidelines given are quite useful.

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I use rubrics not very often but I find them very useful because teachers can make assess the students' work in a efficient, consistent, objective, and quick way.

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My colleague and me created a kind of rubric for assessing our students at an internship abroad, we tried to be clear, used 10 items for assessing and had 5 levels of progress (corresponding our system of grades). It worked, but this yeas we´re planning to make it shorter.
I can imagine asking my students to add criteria into a project/collaboration rubric. The checklists look promising as well. Now the challenge is to create as general rubric and checklist as possible. :-)

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The video is very clear, useful and motivating. I use the rubrics and checklists to assess collaborative work. The suggested ideas on what to assess and how to assess will really be useful in my future work. I try to construct my own rubrics but I have never involved my students in rubric design. The tips given for constructing rubrics and checklists in the video attracted my attention (esp. 7 criteria). Team checklists should be accurate, efficient, well-targeted, easy to use and practical. They must contain just 1 page and must be as short as possible.

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I use rubrics to assess collaborative work and there are constructed by me and my students. I think they must know all rubrics or checklists before to begun the work.
The guidelines and exemples given are very useful to make rubrics in the future.

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I'm like Odete Pinho, I don't use the rubrics as checklists often because i'm in the beggining of develop collaborative work. When they do group work they usually sais what went wrong and what it was alright
I think that Co-Lab assessment guideline
is very useful.

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Rubrics and checklists are introduced as useful tools for assessing collaborative learning but I do not use them very often. I think that the examples given in Co-Lab assessment guideline are very useful .

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At my school we've just started implementing collaborative learning activities, therefore my experience with the use of rubrics and checklists is not much yet. Concerning the involvement of students in the design of the rubrics and checklists used in the assessment of their work, I now believe, thanks to this course, that it is a critical step to enhance their engagement and receptivity in/to the collaborative activities. The tips provided in the video for building rubrics and checklists are of course very useful as are the guidelines contained in the CO-LAB Assessment Guidelines.

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I often use rubrics for tests in the class and they usually are to assess the students and their duration is about 10 to 15 minutes

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I sometimes use the rubric for self and teacher assessment but not for peer assessment. I will try to

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Once more fantastic help provided by this video based on Luis Valente work.

Yes we did already use rubrics to assess  teamwork because  last year on a PDW eTwinning one of us take contact with rubistar that allows us to create  Rubrics for your Project-Based Learning Activities.

We constructed our own rubrics and we see that, after the first moments because we have no experience, all gets easier. All the tips that are given can be very useful to teachers work.

We attach a rubric that we constructed last year to assess   a workgroup. It has been our first experience and it written on Portuguese. We provide also the  link to Rubistar.
http://rubistar.4teachers.org/index.php

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I have used rubrics for self, teacher and peer assessment collaboratively with my teaching partner for a number of years. Generally these have been used to help assess individual extended research projects and serve as checklist for pupils and as an assessment tool. They follow a similar format suggested to the ones in the video. They focus on the skills required for the task rather than being very task specific and they have yielded impressive results on all levels of assessment. The advice given here is of superb value. I am so impressed with the value of the rubric that I intend to encourage my entire team to develop a rubric for the continued assessment of writing and reading throughout the Primary and Infant section

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Because my experience in collaborative work not so high...I must say I didn t use rubric , but I will try ...

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CO-LAB Assessment Guidelines useful
I use evaluation grids as well as evaluation process by trial and error, giving the aline the freedom to build and develop and rectify their own mistakes

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I consider that the checklists (based on
the outcome learning ´s characteristics) and involving students in constructing of the rubrics are very useful.

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I found very useful the guidelines and examples given in the CO-LAB Assessment Guidelines.
Rubrics and checklists are introduced as useful tools for assessing collaborative learning and tips on how to construct them are provided, together with available examples. I use rubrics and check-lists with my students. I have never involved my students in building these tools.

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Yes, these two questions are linked and fundamental for any kind of assessment.No, never used rubrics obtained on the net, it is always good to adapt and eventually discuss them with students foraformative use of them and self assessment. Yes the guidelines are useful for reflection.

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It is very important to construct good and efficient rubrics and checklists.
When constructing them teacher should bear in mind that the criteria is based on characteristics of the learning outcome, and not of the task itself. Another tip is to involve student in constructing rubrics.

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I think it is important to work with students in deciding on what rubrics to use. Can use a programme like Rubistar to construct them. It is very important that you begin with a very clear knowledge of what it is you want to assess? Have very clear learning outcomes for the work beginning with an action verb as this will help in developing your rubric. Use language that students can understand. Give examples where possible.

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I need to improve my using Rubrics too that's why I'm participating to this course. Very helpful video

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The video is very clear and useful.I have used existing rubrics and checklistsThey are useful when assessing a group work.I haven't involved students in creating rubrics because I don't have enough class practice.

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No, I didn't use rubrics or checklists to assess collaborative work, just for individual work.
It's time to try

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I have used rubrics of course, as they are requested by the school. When we have to construct a rubric in the language department, it takes a lot of time, but most of the time is  spent in calculations ( ! ).  I have used  also ckecklist once and it has proved a valid method for assessing a task.  I have never thought of involving students in the process of rubric making, so I wiill take this tips into account.
Of course the rubrics we generally use are to assess the competence and not the learning process, so much work has to be done to understand what assessment at school really means