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I am very impressed by the assessment methods used by Chrysa.  I think peer assessment should be used at every learning stage, accounting for the students cognitive skills. I will surely be more considerate from now on.

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I am very impressed by the assessment methods used by Chrysa.  I think peer assessment should be used at every learning stage, accounting for the students cognitive skills. I will surely be more considerate from now on.

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Assessment is really difficult. Chrysa's method is valuable and effective. I'll try to use them in my classes

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Chrysa's assessment methods are useful, effective and easy to put into practice. Pupils, especially at this early age, need guidelines to follow and her questions with the scale including the options Yes- Little - No certainly helped her pupils in assessing their work. Peer assessment can be implemented with pupils of a young age. They usually like it and they are demanding when doing it. The teacher just have to create the right conditions. How to assess the individual participation in a collaborative activity? I think it's not a very easy task but Edmodo may help.

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Genova, Italy
I think Chrisa's activities about evaluation are vey interesting ,the video is very useful.
I teach the same age and I use self evaluation and group evaluation, but Chrisa gave me the opportunity to think about my practices and improve them.

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I find the methods used very pertinent. Some of them I use in my classes too. In PE many tasks are performed as a group and the students are constantly cooperating, collaborating and working together.In my opinion, the peer evaluation gives the student the opportunity to know better his work and the work of the others. The video is really usefull. Thank you for sharing your practices.

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I loved this video! It is really usefull because it shows how we could implement collaborative work with younger pupils. The method used by Chrisa is very appropriate and allows students self-regulation when they do assessment with colleagues.

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I consider that the methods used by Chrysa to assess collaborative learning are very relevant and certainly effective, in some ways they are similar to those that I use in my practice. Peer assessment can and should be used from any age and the sooner students begin to create this kind of routines the better they will work. I think it is difficult to assess individually a group methodology

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I think Chrysa's methods are ingenious and varied and I agree with her. I think I could adapt them for my group

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I agree with the assessment methods used by Chrysa to evaluate his students during the collaborative work. I share the idea to previously inform students on the evaluation criteria, which is very important in any training action, because it makes students more responsible in their  work and able to better understand the results achieved. With regard to peer evaluation, I think  that to accustom the students, from the first years of school, to express and justify judgments can help them in their growth and in their  everyday life. Finally I think the collaborative work evaluation should mainly be done at group level but I think it is also important to make an assessment of the individual participation of a student in a collaborative activity.

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A very interesting methods to  take children to collaborative learnig process. The moments given to reflection were very important. Interdisciplinaraty between subjects provides a level os development of diferente kind of skills, In primary school working in pears or in small goups develops responsability and autonomy in the learning process.

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Chrysa's method in this video clearly illustrates a very engaging way of perform assessment. The simply way of performing assessment during the activity moments was important for the activity success and for the better acceptance of childreen. Because they are so young, they accept this procedure as normal because they don't have a preconceived idea of assessment and they will became accustomed to it quicker than older students.

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Methods used by Chrysa are very inspiring. Of course questions helpful in assessment should be age-suited and adjusted to the type of activities students perform.
I am totally convinced that giving students feedback after their individual and group work is crucial to help tchem understand their strengths and weaknesses and of course it gives also us,teachers, important information how to plan activities more effectivelly for studnts' sake.

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I’ve really enjoyed Chrysa’s thoughts on the matter: the creation of common lesson designs at interdisciplinary level, the project description, the developmental stages and assessment methods used, their administration moments. I think that the sooner peer assessment is implemented, the more genuine and better accepted it can be.

Like Chrysa, I also come to question the extent to which it is pertinent to make an individual assessment of a collaborative work .

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A good and simple example to follow! I think it useful in my practice as well, since I work with beginners and I can attend to same scheme of work. The points taken into account are the right ones, of course it's difficult to assess the performance of the single students, but just by taking an interview or recording a short video, they could be assessed more deeply. Thanks for sharing

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The video show us that we could make an collaborative work with our pupils. It's a great method and very helpful when we are doing assessments with the students.

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I like the various assessment methods used by Chrysa to assess her pupil´s collaborative learning and I think it´s a good way to assess their work. I confirm that it´s posible peer assessment with pupils of a younger age and it´s easy for students, because they assume very well the roles and they are demanding with their colleagues.

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This video is really usefull because it show how we could implement collaborative work with younger pupils. The method used by Chrisa is very appropriate and allows self-regulation when we are doing assessment with our students.
It's a wonderful example!

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I really like the various assessment methods used by Chrysa to assess pupil's collaborative learning. The questions Chrysa asked their students are really interesting and helpful to reflect about collaborative work, I specially like this one: "What would you keep from their presentation, which would you like to use yourself in a future performance?". I think students can learn from each other and getting and I think getting them to reflect about that is a great exercise. I'm not experienced with peer assessment of a young age but I think is always helpful if students start developing their critical thinking and communication skills.  To do individual assessment I think Teamup can be useful. Students can record their contributions to group work at different moments of the work and teacher can analyse their arguments and compare them with the evidences showed in classroom.

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I think Chrysa has tried to use different methods at the same time to assess her students in groups, which is always challenging for us, the teachers. Because the asessment process must be understood by students clearly and the process should be objective and transparent. She tried to make the evaluation in each group using three different factors: individual performance, group performance and the group’s functionality. I appreciate her assessment system until that part.
I believe, the questions she asked to her students such as:
“Did you devise a plan before starting to work?”
“What difficulties did you experience that you didn’t expect?”
“Is there something you would change if you could start from the beginning?” will make the students think about their effort in group work. But it is not easy to create criteria for assessing their collaborative skills or participation of students in group work. Also, some students do not behave honestly while answering the quesitons, which is an important obstacle in assessing  process.
If our students are as young as Chrysa’s students, I believe that we should consider some things such as; being respectful for others, not being humiliating, not comparing themselves with others, each individual is important and valuable, everybody can have weak and strong qualities etc…
You can also read from https://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/self-assessment.html

1. What is self-assessment?
The ability to be a realistic judge of one’s own performance.
2. Why employ self-assessment?
• Provides timely and effective feedback and allows for quick assessment of student learning.
• Allows instructors to understand and provide quick feedback on learning.
• Promotes academic integrity through student self-reporting of learning progress.
• Promotes the skills of reflective practice and self-monitoring.
• Develops self-directed learning.
• Increases student motivation.
• Improves satisfaction from participating in a collaborative learning environment.
• Helps students develop a range of personal, transferrable skills to meet the expectations of future employers.
3. How can you incorporate self-assessment?
• Identify which assignments and criteria are to be assessed.
• Articulate expectations and clear criteria for the task; this can be accomplished with a rubric.
• Motivate students by framing the assignment as an opportunity to reflect objectively on their work, determine how this work aligns with the assignment criteria, and determine ways for improvement.
• Provide an opportunity for students to agree upon and take ownership of the assessment criteria.
• Draw attention to the inner dialogue that people engage in as they produce a piece of work. You can model this by talking out loud as you solve a problem, or by explaining the types of decisions you had to think about and make as you moved along through a project.

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Questions should help students to reflect on their collaborative work. In my opinion, the questions Chrysa asked the students gave students the chance to reflect on the product and on the process. I never worked with primary school students - I have no idea if peer assessment is feasible for this age group. Probably, her observations should give an idea on each student individual performance. For high-schoool students, I use observation and self- & peer-assessment (what was your contribution to the group work? what was your peers contribution to the group work? etc.) for assessing students' individual performance.

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I believe that the evaluation method used by Chrysa to assess the collaborative learning of her students was very appropriate and that the questions she asked her students were useful to make them reflect on their collaborative skills. I suppose that in students of that age, in the evaluation by pairs, there tends to favor a little more the close friends. I feel the same difficulties in assessing a student's individual participation in a collaborative activity, but regardless of age, I think it may help to improve the assessment if several moments of each type of evaluation are introduced and whether the evaluation criteria are also established collaboratively between teacher and students.

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This is a good tip to assess collaborative work. The students should know the itens they are going to be assess in the project work. Peer assessment is a good assessment way to help students thinking about their collegues work and to be on the other side.
The video is really usefull. Thank for sharing your practices.

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In my opinion, it was a great presentation. I really learnt a lot from Chrysa's methods of evaluation and I have a very useful guide for pupil's collaborative learning assessment. I believe that the scale she used is easy to understand for children of that age.

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I think Chrysa made a very clear report of her good intervention. I believe it’s very important to give students the opportunity to experience peer assessment.

As a special consideration to be taken into account I would like to refer the need to use this strategy more than one time for students to become accustomed to the all process.

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I really enjoyed the work and presentation of Chrysa, the joint reflection with the students about the evaluation is an important aspect of their work. The evaluation of individual work in collaborative learning is not easy and requires a lot of time and a lot of sharing among teachers. This course with these reflections is very useful and relevant.

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Assessing groups is a quite difficult task, but Chrysa, using three factors, managed to assess all the different aspects of collaborative learning: individual work, group work and group management. Of course it is very helpful to estabilish evaluation criteria from the beginning. Children are much more focused if they know what is it going to be assessed.
Peer assessment in Primary school is quite difficult in my experience, pupils often aren't able to assess their mates' work. I've noticed that sometimes they tend to give a good feedback to closest friends, but Chrisa through her questions, helped students in the very difficult field of peer-assessment (I learned that is really important to do the right questions!!!)

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I am consonant about the evaluated areas (or the areas that should be evaluated):  individual performance, group performance and group functionality.
Chrysa's concerns about the assessment of individual performance based on collaborative artifacts are realistic.

I believe that the used questions for formative peer-evaluation, self-assessment of the individual contribution are important.

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The most important statements in this video in my opinion are:
Evaluation in each group using three different factors: individual
performance, group performance and the group’s functionality

Information about the evaluation criteria at the beginning of the
activity

The assessment took place on both the written outcome and the music
performance

During the working-process: observing the groups, making notes throughout the process of the team work

At the end of the presentation, a discussion followed at plenary level:

What point did you like most in the other group’s presentation?

Did you find something different in their performance?

What would you keep from their presentation, which would you like to use   yourself in a future performance?

Did you devise a plan before starting to work?

What difficulties did you experience that you didn’t expect?

Is there something you would change if you could start from the beginning?

Each student completed a self-assessment sheet to evaluate his/her personal contribution to the group functionality:

Did I participate in an active way providing information and ideas for my group?

Did I listen carefully to what the other members suggested?

Did I applaud and encourage the efforts of other members?

Did I do something to alleviate the tension and the conflicts within the team?

With options: YES – LITTLE – NO

Conclusion: I think the questions which Chrysa asked her pupils are very effective and can be answered by young pupils also.
The way how she combined the three possibilities of assessment is very meaningful. It is a well considered concept.

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In my opinion it was a good way of assessment the colaborative learning,
The idea of different evaluantion (individually, group and self evaluation) it seems a good method.
I think that we must take the consideration the age of the students for the collaborative work, but the assessement activity can be the same.
For me to assessement an individual participation of a student in a collaborative activity can de done by observation and by asking the other collegues of the group what they think about the work of the student.

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The colleague  focuses her assessment on peer and self evaluation,  we have to sensibilize students on importance and quality of peer feedback and self evaluation and try to develop toghether some useful tools for this task.

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I've never worked with such young students. However, I believe that the peer evaluation implementation should be worked on even with very young students. My students, being older (14 to 17/18 years old), already have this capacity developed. For evaluation to be effective and fair, from the outset students are informed about the items in which they will be evaluated. At the end I put them to fill documents where they do self-evaluation and evaluation of the work of the group. Then evaluate the work of the other groups.

I am evaluating the students as the work develops and at the moment of the presentation of the final product. In my records I have group evaluation items and individual performance items (for example: reveals responsibility for the tasks assigned to it; justifies and defends their proposals; formulates constructive criticisms; is receptive to constructive criticism). In the end, after gathering all the data I give the students feedback and still give them the opportunity to speak up. In this way, the collaborative work extends to the evaluation. �

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This video has just given answers to my questions about how we can embed individual performance and practices into collaborative works. No matter it is a collaborative work or not, we need to take the individual performances and practices into consideration while we assess collaborative work. For the assessment techniques employed in the module video, i think we can reformulate the peer assessment and individual assessment questions easily.

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This is a good video about collaborative work assessment. For a good evaluation process, students must be informed about the items in which they will be evaluated. There must be self-assessment between the elements of each group and between the groups. It is important that students analyze each other's work critically and have the ability to analyze what they liked best and what they would have liked to do better. A part of the work developed can be improved if the teacher is able to give feedback in a timely manner to the students.

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As far as I understand the Greek colleague  focuses her attention to factual assessment,  when she observes and checks the students writing their poems and music. It seems that her students apply what they learn, , Soon she speaks about metacognitive knowledge, when she asks them to reflect  on the their group performance , In my opinion she did very well to implement peer and self evaluation in her students.. Indeed  the questions she asked are appropriate though general, however  I think that she used a checklist or a rubric, but she does not mention which tools she used for this purpose . Finally it seems that even she is  concerned about the individual evalutaion  during collaborative learning.  I agree with the colleagues  about her final questions.  Students expect their indiidual evaluation so it is challenging to balance and  create proper criteria for assessing individual participation in collaborative activities.  I am curious to learn more about this matter because I have the same problem, I would like to think of a rubric  with clear and precise criteria  which would let a teacher to assess  both individual progress as well as group collaboration.

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In my collaborative group work assessment I use the same structure of Chysa. I prefer to avoid any individual assessment on participation focusing instead on the performance of each student.

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Very useful video! Maybe I have asked some of the questions but I haven't followed a particular order ...so the results were difficult to take into account.

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Each team as its own identity. I just think this wil not work effectively in all groups, especially with different ages.

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Chrysa`s example is interesting and useful too.
Thank you for sharing.

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I fully agree with the assessment methods used by Chrysa to evaluate his students during the collaborative work. I share the idea to previously inform students on the evaluation criteria, which is very important in any training action, because it makes students more responsible in their  work and able to better understand the results achieved. With regard to peer evaluation, I think  that to accustom the students, from the first years of school, to express and justify judgments can help them in their growth and in their  everyday life. Finally I think the collaborative work evaluation should mainly be done at group level but I think it is also important to make an assessment of the individual participation of a student in a collaborative activity.

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I think the various assessment methods used by Chrysa to assess her pupils' collaborative learning are useful and that the questions she asked were helpful in getting them to reflect on their collaborative skills. The age group of 6-11 is the age range of my students and when it comes to assessment they are usually sincere and fair.
Perhaps a way of assessing the individual participation of a student in a collaborative activity is, in the final part of the presentation of the work, when the debate is taking place, if all students in the group participate with correct answers.

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I think Chrysa has achieved a really useful way to evaluate the collaborative learning of her students. In addition, the final debate gave freedom to honestly express their own ideas for future learning

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Chrysa has varied evaluation methods in a highly relevant manner. I learned a lot from her evaluation approach.

Yes, I think the questions she asked her students were very useful to get them thinking about their collaborative skills.

I agree that it is very difficult to know what is the best way to reliably and objectively evaluate a student's individual participation in a collaborative activity. But I also think it is necessary to do so.

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The video raises very pertinent questions ... very interesting. In my opinion peer assessment is a very useful tool. The students reflect on their learnings, communication and the results.

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The video sequence was very helpful in the way that it should how you could implement collaborative work with younger pupils.
I think that the teacher asked very useful questions and also used a scale (YES - LITTLE - NO) which is easy to understand for children of that age.
It's also a very good idea, to my mind, that you tell the children before you start a collaborative activity what you will assess and how you will assess that.

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This video is very interesting. The open questions allow us to question the assumptions of the students.
It is necessary to assess why there is a deep interconnection between monitoring of objectives and evaluation of results. However, evaluation of student outcomes should be based on criteria established collaboratively.
The questions posed by Chrysa helped, in my opinion, the students to reflect on their collaboration, learnings and provide feedback on the remaining elements.
Asking students to clarify the contributions of group colleagues, we can use these assessments to help students' own individual assessment. However, while individual assessment is important, feedback from other students is even more important.
Collaborative learning offers many opportunities for metacognitive analysis, which contributes to self-assessment of students' thinking about the quality of teamwork setting.

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The methods described seem very complete and successful on what concerns evaluating collaborative work. It is importand not to ignore individual participation and work during the collaborative process. This video sintethises very good questions.

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I think the assessment methods used were very useful for students to reflect on the collaborative work they did. Implementing peer review at any age is helpful and when they are younger they tend to be more upfront. I also agree that it is very difficult to assess individual performance in a collaborative learning project.

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I liked the way of evalution of Chrysa.  In my opinion peer assessment is a very useful tool. I use a rubric and a self evaluation. Three aspects are important:
1.      Assess individual, as well as group, learning and performance.

2.     Assess process as well as product.

3.      Make your assessment criteria and grading scheme clear

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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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Although we do not have practice in the collaborative work, it seems to us quite appropriate the method as Chrysa has evaluated the collaborative learning of its students either individually or in a group. Also in our school before starting any activity we inform the students how they will be evaluated during the accomplishment of the same, the process must be transparent and rigorous so it is important that students have this information it allows self-regulation and make them stay on track regarding the objectives.

We believe that peer assessment should be done regardless of age but suitable to it in respect of content, activities... We think that how earliest the peer evaluation process starts, sooner the students will internalize the evaluation procedures. Evaluating is for us the most complicated part of the process. The last question that Chrysa poses to us is one of those most troublesome to us because it is difficult to evaluate subjective parameters. y����

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Thank you Chrysa for sharing your views and methods of assessment. I was surprised to read that the students accepted the feedback they received from their group members without protest or creating difficulties in the collaboration between the group members.
Great to read that she starts working with collaborative learning projects and assessment methods at an early age. I do believe that students benefit from learning these assessment skills at an early age. It will help them to develop their 21st century skills so needed in later life. Well done!

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I enjoyed Chrysa method to assess students. This video is nice and clear to show how she menaged assessment. I think that the asked questions were interesting to help students to build self assessment.

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I believe that the evaluation mode peer adopted and proposed by Chrysa present interesting aspects and useful insights. But it is essential that the yardsticks for self-assessment and peer review, especially when aimed at younger children, are clear and defined simply because they can be a useful tool for their growth and improvement

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Chrysa's example is inspiring. Peer and self assessment is a great way to check the assignment progress as well as the group dynamics

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This video is so good... it help us to think about what really matters when we are doing assessment with our students

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The evaluation applied by Chrysa presents interesting aspects for having put into practice a self and peer evaluation in some dimensions of the collaborative work.
I highlight positively the feedback that was given during the construction process that seems to me very important in formative prespective.
At lower ages the evaluation parameters for self and peer evaluation should be clear, simple and direct in order to be understandable by students.

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The assessment allows students to better understand their evolution and encourages them to improve their performance in collaborative work.
Chrysa has implemented an evaluation process that relates individual and group results and practices. The direct observation of individual performance and group functioning was relevant to give a constructive feedback of the work, which is extremly important in the formative evaluation.

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The questions that the teacher does seem to me very useful for students to be able to assess what they are asked in collaborative work and try to improve the quality of their cooperation; know the assessment criteria before work is very important.

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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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Chrysa's questions to assess the collaborative learning of his students were pertinent because I think it helped the group to reflect on their performance in the team.
I find it very challenging to figure out how best to assess a student's individual participation in a collaborative activity, but it will be easier for students to use a checklist to evaluate their peers.
It is verified that in collaborative learning, when the students' evaluation is based on their performance, it results in a decrease of the team spirit, whereas when the evaluation is of teamwork, some elements disinvested and let others do the work . I inform students what assessment criteria at the beginning of the activity.

Google Translation

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I use a process very similar both in assessing individual and group work. And I have the same problem with the individual assessment. Sometimes, I feel that the group evaluates each member better than me because they were there all the time and usually they are quite fair.

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The most difficult task during group work is to assess members of the group. As a rule, I issue all the same assessment, though I unsatisfied, and I know that some members of the group have worked better, others worse, and others hardly at all. Often, ie because they did not want to, but because they are just weaker. I always go and look after the group in the course of work, but it is important to the final result and it's put him evaluation. I hope that I will learn here, thanks to sharing of yours experiences evaluating diverse even within the group.

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As Chrysa Tsamopoulou refers, assessment is an integral part of the learning process. And the questions she asks the students are very assertive and really make the students reflect on their work. We must value peer feedback to encourage the students to do it in a constructive manner rather than “punishing” each other. But for them to do that first we must show them how to do it.
As for the questions she asks at the end, Chrysa wants to be sure if she’s doing the right thing, we all have doubts regarding the way we work and we are always trying to improve our strategies. In my opinion, and although I do agree individual assessment is necessary, I don’t think in this case it matters that much.

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I agree with the various project evaluation methods that Chrysa has used. This way students can evolve.

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Individual assessment is possible when students are requested to talk about their personal learning experience, for example. Or trying a test, where we submit them a problem to solve.
I like Chrysa's approach with us, the learners of this course. She is definetly an expert in collaborative learning, but she always is asking herself and us : how can I improve the quality of my teaching

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Chrysa did an excellent job. She asked crucial questions, driving their students reflexion. In my opinion peer assessment is a very useful tool but our students must practice it the soonest as possible.
Their final questions were very interesting ones.

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I think Chrysa ideas are excellent and the part I like most is the self and peer assessment. I think they helped students focus on the positive aspects and accept negative ones if any. Carrying out this type of assessment is motivating for everyone and it will encourage to do better and to share and produce ideas. As far as the age is concerned I think that even young children are able to assess their work and their peers' work and this will help them to improve and to help others to give their best and not to feel they are being judged.

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I think the various evaluation methods used by Chrysa were pertinent and It helps students evolve. The questions were important for the students reflect on in their collaboration and learning, and then to improve.
I believe there is no minimum age for the implementation of evaluation, as long as it is encouraging to collaborative learning, because it allows students to understand their evolution and to encourage them. But according to age, we always have to take into account the questions and words to use, as well as the different criteria to evaluate.
I think it is quite difficult make an individual evaluation, but I believe that in this process the individual assessment is as important as the assessment of collaborative activity.

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I think that individual assessment is important but it is much more important that the group knows how the group works and how to manage difficulties within it.

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About questions Chrysa ask in  final, I think is possible do a individual assessment at all type of work, individual or collaborative, provided it is done correctly and fairly. we must create the correct ways and have the right tools and instruments.

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Methods of assessment used by Chrysa are clear, well-structured (group assessment, individual assessment, group functionality assessment). There was also a motivating peer and self assessment. I can imagine myself preparing similar kind of assessment for my students. So far I´ve assessed collaborative work only as group work with the same results (I don´t have so many collaborative activities in my lessons), but this is an inspiration and a way how to implement a more sophisticated structure into formative and self assessment.

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Good assessment methods used Chrysa. My students have 7 years old and I think to try this. Thank you!

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The methods, which Chrysa used to assess, are really interesting, attractive and relevant. Some are similar to my assessment methods. The students are active while working because they participate in the construction of assessment criteria. She asked them different questions, she gave them feedback in order to develop their collaborative learning.
To my mind implementing peer assessment with pupils of a young age (6 - 11 years old) is a great achievement. We must have a lot of practice in that and pupils have to get used to it. To assess a collaborative work is really difficult!

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I think that the methods used by Chrysa were appropriate and varied. Therefore, she was able to trace different elements in the collaborative work of the students. The ways in which she implemented (discrete and well structured questions) were also a great plus as students did not see negative feedback as bad comments but as something that can help them improve. As for the question, it is pretty much difficult to do so as students work together.

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The questions that Chrysa did, were relevant  because I think that helped the group to reflect  about their performance on the group. I think that is a little difficult to assess the individual performance in collaborative learning but this will be more easy when the students use a check list to assess  their pairs .

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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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I completely agree with Chrysa. There are 3 areas that should be evaluated: group performance, individual performance and group functionality.
This sports teacher use questions very interesting and useful
for the formative peer-evaluation, and for the self-assessment of the individual contribution to a group's work. Those questions help children to reflect about their collaborative skills.

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I couldn't agree more with the assessment methods used by Chrysa to assess her students collaborative work, especially with her questions during the plenary session to assess their engagement and understanding of the work. I do agree with the implementation of peer assessment and I believe the early the students are introduced to this type of assessment the better since they will learn at the very start of their learning process to express their views and to respect the opinions of others about their work and to learn from them. The awareness of the power of our individual opinions to the construction of a common goal is of crucial important for them both as students and as individuals. Finally, I share Chrysa's worries that in trying to assess the performance in collaborative work one has to keep the right balance between the individual performance and the group's performance, which is something not trivial to achieve. However, we can think of the collaborative activities as complimentary to individual activities where the content learned through collaborative learning is also assessed. Thus, collaborative activities can be designed and planned in such way that the group's performance is really what is being assessed. One example is to organise the collaborative work as interdependent activities with each activity carried out by a different group and with a global assessment at class level. The outcome of the collaborative work is then the result of the effort of each group in such way that if a group fails the outcome is of lower quality. Our experience with such organisation is that the best students tend to self-organise after a few classes in order to be distributed between the different groups to ensure the quality of the common outcome. This has the added benefit that the level of performance of each group improves and simultaneously the lower performance students have the opportunity to learn from the best students in the class.

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The idea of implementing peer assessment with pupils of 6-11 years old is a great achievement since younger students are more honest but also more easily influenced.  If they work in this way when they are at the primary school, they will be able to work collaborativelly during their whole life.

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I think that the methods used are very interesting and the questions are very useful

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We think about the various assessment methods used by Chrysa to assess her pupils’ collaborative learning were very helpful and she had to work a lot to planificate those tools. We agree that  the questions she asked her pupils were helpful in getting them to reflect about their collaborative skills Implementing peer assessment with pupils of a young age (6-11 year olds) is possible but must be prepared. there are special considerations to be taken into account like children emotions and sensibility. Her final question to reflect on is indeed a challenge and we must learn a lot to do it well.

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Chrysa used diffrent assessment methods and I like this very much! It was very useful! Thank you!

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Chrysa's project is a very interesting one. She used different assessment methods and the students must have over-enjoyed all the learning process to bits! Well done! Thanks for this wonderful and very instructiive example!

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Yes, very good! Observation and reflection (debriefing) are very useful!
I have no experience about teaching children, so just few more words.
If we think that 'appropriate way to assess' means objective, and identify objective with measurable as a score of a Multiple choice test, I would answer HAPPILY 'NO'. Is something more complex. It is worthy to assess individual work because we aim in educating each person, not to produce an assembly line!

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Chrysa's assessment was very complete. She got to know how the work was being done individually and in group, considering her perspective and the students' perspective of the work. I'm sure she had (to both her and the students) clear, simple checklists to record the before, while and after (the outcome), otherwise it would be impossible. The truth is she understood what was going on and who were the students who got discouraged. Discouragement always happens in group work. Ones are stronger, ones are weaker. That's life itself. It took time to get an activity like this one done. She worked with different areas of knowledge and the soft skills were also brought to the activity. I think assessement works when it gives positive feedback directly from the teacher to almost all students.

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I found this collaborative example very interesting, since it introduced some important factors as self assessment and peer assessment. It was nice to verify that the students engaged positively while assessing their collegues' work while answering the structured questions proposed by their teacher. I also have a question. Is it required to evaluate the students both individually and collectively? Can't we devise several different tasks in our classes, using other learning methodologies? Are we proposing with this course to use only collaborative learning in our classes?
I find it easier implementing two kinds of activities: those that assess the students individually and those who assess them as a constructive member inside a team. In art classes I find it important to develop the students as unique, self aware and individual persons as well as collaborative, critical and functional pieces of a group and society.

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Chrysa poses many interesting questions. I have a few reflections, I think when assessing collaborative learning we need to encourage self assessment first. We can do this by having reflection cycles built into the process. What did I learn today, how did I participate in the learning, did I learn a new skill? How did I help other to learn today. In the final report/ produce/ production then we need to include a section on team collaboration, we can assess this through the teams own reflections, through observation, like what Chrysa did or by having a rubric to mark it. It is helpful to ask the students to help you develop the rubric. Can we discuss and agree on success criteria for what good team collaboration might look like? and so on. Students like to ahem criteria to use to assess themselves and peers. A problem if we do not focus on the quality of peer feedback the students do not pay any attention to it and only look to the teacher for feedback. We also need to do some work with students on how to give constructive feedback so they don't feel that they are 'being mean' to their peer. Get them to realise that the feedback is not he work, process or participation not on the person. We assess work not people!

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Peer assessment with pupils of young age it’s very interesting. I’ve been doing it for some time in my primary classes. I believe that the more they practice the better they are. In the beginning they tend to give extra-nice feedback to their close friends and not so good to the other pupils. That’s the time to make them see that’s not the way we should follow. My suggestion may be: don’t give up. Soon they realize their opinion is value and they effectively learn from each others’ feedback.

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I have similar experience as Chrysa when I use collaborative learning method. I find it very engaging for students. Morevover students became the actor of their learning process. On the other hand I have the same difficulties as Chrysa as soon as I have to assess the individual performance.

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I think that individual assessment is important within group work to give to everybody the chance to be assessed for their personal performance, but the key role of assessing a group work is to see how that personal contribution is valuable within the group management and outcomes. It has to be clear as individual and as group that the main purpose of working in group is the functionality of the group itself and the ability to overcome difficulties related to the group within itself

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Chrysa used diffrent assessment methods and she shows very well how shw did it. Thanks a lot, Chrysa!!

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The metacognitive part is essential when the students become part of the assessing process, as they reflect on the way they learn and they are aware of it. Assessing individual peformances and acqusition during a group work can be done at the end of the activity but also observing and using peer assessment.

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she has used very effective methods of aseesment.Its very nice project

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I think that she use a good assessment method.
It's good to guide the students in a methacognition understending of their level.
Thank you for sharing

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As far as I understand the Greek colleague  focuses her attention to factual assessmanet,  when she onbserves and checks the students writing their poems and music. It seems that her students apply what they learn, , Soon she speaks about metacognitive knowledge, when she asks them to reflect  on the their group performance , In my opinion she did very well to implement peer and self evaluation in her students.. Indeed  the questions she asked are appropriate though general, however  I think that she used a checklist or a rubric, but she does not mention which tools she used for this purpose . Finally it seems that even she is  concerned about the individual evalutaion  during collaborative learning. I agree with the colleagues  about her final questions. Students expect their indiidual evaluation so it is challenging to balance and  create proper criteria for assessing individual participation in collaborative activities.  I am curious to learn more about this matter because I have the same problem, I would like to think of a rubric  with clear and precise criteria  which would let a teacher to assess  both individual progress as well as group collaboration.

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I think that she used very effective methods of assessment aimed to make the evaluation not frustrating but encouraging children to live  this experience feeling they were growing  and they didn't feel not belittled. Also I liked the questions related to self-assessment because they focused their attention to the process and not the product. So the teacher stated that in that context it was more important to work for the harmony of the group and and originality of the results that produce a perfect performance. I liked also the idea of actively involving students in the assessment process, helping to create the assessment rubrics. I think this is also very useful for grown up students like mine.

Personally I have to think about process because I believe it's not easy for a teacher suddenly change her/his mindset. After all that's why I follow the course: I want to learn and reflect on what I learn to apply it in my classes!

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Great assessment methods, nice practice! Thanks for sharing it! :)

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Good assessment methods. They are very useful.

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Chrysa used various assessment methods to track their pupils progress in developing collaborative skills. The various assessment methods used by Chrysa are adequate to young age students

The questions she asked to students were very helpful to students reflect about their collaborative skills.

The development of effective self and peer assessment takes considerable time and effort.

The teacher have to give feedback explicit and ensure that pupils understand and follow the stablish rules when working in groups or with response partners.

Respect the work of others, identify successful features, think about the learning objective and the success criteria when suggesting improvements and used word suggestions positively are some rules that student have to follow to peer assessment.

Having assessed the work of others, pupils will find it easier to identify weaknesses in their own work and to see how they can make improvements. They should be encouraged to reflect on their own development and progress, comparing their current work with that produced previously and with their own personal targets.

Showing examples of work that do and do not meet the success criteria can help pupils to understand more fully what is required and to reflect on the things they need to do in order to improve. Looking at the work of others can also help pupils to understand the different approaches they could have taken and to appreciate that there are different ways of achieving success.

Pupils generally enjoy supporting one another in their work but both self and peer assessment need to be managed carefully. Following any self-assessment activity pupils should be given sufficient time and opportunity to make improvements. A potential danger of pupils comparing their work with others is that some pupils may be excessively or insufficiently challenged and become demotivated. It is therefore important that pupils understand that everyone’s learning journey may be different. It is also important that pupils can admit to areas of weakness without risk to their self-esteem.

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I enjoyed Chrysa's project and her various way of assessment.It's useful to give students a checklist and the criteria of evaluation before the activity.The questions she created are very good and can help students work more carefully.Peer assessment can be done even from younger ages.I have noticed at my preparatory class that students like helping each other , or show and give explanations to students who are slower.
Her two questions are challenging.

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Great  and concrete examples o f assessment. Children are more able than we think and i always like to involve them. Normally they are very precise and responsible. It's a great way also to learn our puplis how to relate and instaure positive relations.