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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 totally agree with Dr. Luís Valente and I assign a percentage weight to self and peer assessment as part of the summative assessment. I consider it important to collaboration work for the reasons related by Dr. Luís Valente.

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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 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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Collaborative learning and student peer reviews

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Collaborative learning and student peer reviews

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I totally agree with Anna with these different approaches.
I use, with my students, some digital tools wich are helpful in implementing and assessing collaborative work, such Edmodo, Socrative and Google Forms and I think there are very useful.

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An ICT teacher's experience of assessing students collaborative learning

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An ICT teacher's experience of assessing students collaborative learning

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I agree with António about the project. I know kahoot and I use identical questionnaire and gridlines with my students when they work in groups. I have not participate in projects "etwinning" until yet.

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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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I think the assessment methods used by Chrysa are very interesting and appropriated.
Implementing peer assessment with young pupils it allows develops skills to evaluate their work in group and the contribute individual. It´s more easy to work in group later used collaborative learning.
When we are used collaborative learning and the students make critical reflections about them individually and about their groups they developed skills that it allows to improve their contributes in the futur work.

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Assessment for improving collaborative learning

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Assessment for improving collaborative learning

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In my classes I use gridlines. The gridlines are used also by my students and we debate in classroom about their work (the final product) and about their group work (who was make what?). We reflection about the skills and the collaboration.
The summative assessment at my classes always into account this type of work.

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Answer in couples a test it's a low level of collaboration - Code 1/2 . Students are required to work in couples but they can not shared responsability.
The other example - solve a problem from a different perspectives researching to arguing their presentation to share and debate in classroom with the other students it is a high level of collaboration it's a code 4/5.
Last time that my students used technologies to share their file with each other then they give feed back.

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I think these scenarios will be very usefull to design my own activities for my students.

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I think that rubric is useful to help me understand the type and quality of collaboration  in the tasks taking place in my learning activities.
I had already used the rubrics "Stategies for assessment of inquiry learning in science" and "IBSE methodology" both ot them can develop skills of collaboration and I want and must learn more about collaborative learning, to be able to help my students to overpast difficulties on their work.

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I had already thought about same of these issues, particularly the question "Do they have shared responsability?"
The students when they are in groupe to solve a problem does nor seem to have the same level of commitment. There are some of them the seems to engage less then others. For me the question is what can I do to know if they have shared responsability? or to know if their work is interdependent.

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Embedding collaborative learning into lesson design

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Embedding collaborative learning into lesson design

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I agree with this perspective and therefore.

I already do this kind of work in the classroom.

Researching is a methodology that I use since 2010. First, in small groups ( 2 to 5), students receive small sentences/ concepts/words…  who guide them to the theme that we have to work…

Then, they have to planning their work.

The tasks implemented in group 2 to 5 students (I prefer 3 or 5) require: negotiation; conflict management (with our without my intervention); distribution of tasks and agreement with the ideas to include in the final product.

This methodology of work is fundamental in the bases of the development of a citizen.  Every student learn to be autonomic in the research and get a knowhow about procedures.

Technologies can help, but sometimes, too much information kills the information that we pretend.  Some students are used to deal with technologies, and platforms that bring them all the information that they pretend. Others are not, and felt lost. Collaborative work is fundamental to bring tools to students who need orientation.

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The individual test of knowledge needs no collaboration or provides for its existence. If a questionnaire knowledge to answer in a group, is a limited task and collaboration between students will be always in the same direction, there is hardly different tasks to accomplish.
On the contrary the proposal of a comprehensive problem that each student group can handle a different perspective chosen by them that there will be different research tasks and preparation of presentations to share with the others in the class enable more diverses set of skills and need a greater involvement and collaborative among students.

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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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In Portugal as the curriculum is prescribed and there are tests required at the end of a few levels, as well as access to higher education teachers mostly use methodologies that have secure good results in examinations. Just a few more innovative teachers like to work differently with their students and use more pratical methodologies, and more collaborative in a constructivist perspective.
In my case, I use small learning projects to always diagnose what they already know about the subject under study and taste whenever they discuss from issues raised in small groups (working pairs or groups of three), and in a larger groups that may have 4, 5 or 6 students. I always prefer groups of 3 or 5 because there is easier to make decisions and continue the work they are doing.

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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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I agree, it´s very difficult assessing collaborative learning. I use observation grids to evaluate and students also fill in grids about our work in group. Edmodo helps in sharing and discussion through self and peer assessment.

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I use several times throughout the teaching-learning process methodologies as those have seen in the video.
Students of secondary (15-17 years old) most of the time the process of preparation of group work is not analyzed but only the final product.
Students can improve their collaboration skills in the use of technology feel that constitute a real advantage, otherwise use technologies individually and isolate themselves.

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Collaborative learning in a flexible classroom

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Collaborative learning in a flexible classroom

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I work in a school where the classrooms have a single type and the tablet are not easy to associate. So there is to be creative and fit people into space.
The use of internet applications that allow remote access are helper sharing and discussion among students in the construction of knowledge.

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I try to implement collaborative learning in my classes, but I think I must learn more about it.
For me, collaborative learning is a methodology when students can be a team to solve problems.