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ASSESSMENT AND COLLABORATION

The strategies I have used:

1. Divide the groups in small numbers. The should consist of not more than 3 people.

2. It should be a heterogenous group.

3. Each group should understand their task before they start to work.

4. Each member of the group should have a task to do. This ensures everyone participation.

The challenges I have faced:

1. Some of the group members do not participate fully.

2. A lot of talking within groups.

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Marion, France

 3.4.

Before starting group work, I

explain the aims (e.g. making a

plan of a village in order to build it

with lego in pairs). Each step is

exposed, written on a poster and

ticked off. These steps become

assess items. Students control their

progress. During the phases, I walk

around and observe the groups. I

manage to have a review with each

group, once or several times, if

necessary (sometimes it is!).

All these elements will serve when

it comes to assessment. Each

student comments the group work.

That will work with
tablets, too.

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Marion, France

 3.4.

Before starting group work, I

explain the aims (e.g. making a

plan of a village in order to build it

with lego in pairs). Each step is

exposed, written on a poster and

ticked off. These steps become

assess items. Students control their

progress. During the phases, I walk

around and observe the groups. I

manage to have a review with each

group, once or several times, if

necessary (sometimes it is!).

All these elements will serve when

it comes to assessment. Each

student comments the group work.

That will work with
tablets, too.

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My pupils age 4-6.When dealing with group assesment,it is crucial for the ınstructor to devate time and effort in advance so to plan the evaluation of the learners.

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I begin to let students to do group work from a few months ago and find that dividning groups is very important in the beginning. Because I have a heterogeneous group in my class, I often tell the students to choose the students who they want to work with, sometimes it works, sometime it doesn't work at all. In some groups, students can not agree with each other on what they should do and in the end, the collaboration breaks and they do by themselves. Thus it is en interesting aspect that in the case study on the collaboration and assessment, CCL teachers divided groups with two strong students choose their group members.

I think CCL teacher Wolfgang Ӧlzants flexible way to assess group work is very smart. Students self-assessment applying OneNote is also a great idea. Evaluation after the project I have not test before but I will try in the coming project.

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For a group of 30 or 31 students I have to think at a variety of assessments to get the result I was hoping for - developing skills learning English

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I agree with José Cruz opinion in particular. For group work is important to have a regular observation of work and state the progress of each group to have more results after. The use of rubrics is something that I also use to assess the work.

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We used Titanpad to plan collobrative work. eBook is a good idea to work in different subjects and topics together. It can be also a desing of a webside or a blog work to work in collobration with teams.

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According to my experience the main challenge for the assessment in work group for a teacher is to decide if the focus of the assessment of the given group task is on the outcome of the group work or the process. As teachers we are used to assess students for their outcomes but the process is very important because is the process that makes outcomes. So we must have tools to assess process. The ones I have read in the case study report are very useful. I will try to use them in my school activities.

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When I have to evaluate teamwork carefully observe the students while they work, and try to comprehend if a student has difficulty in entering and collaborate with the group, if others have the ability to involve those in difficulty, if someone lies down on others , etc ...

I observe as the students work within the group what kind of contribution provides each student and thus improve their way of and their socialization.

In my opinion the main challenge to evaluate teamwork It is both to evaluate the students as a whole and individually, sometimes I realize that some students is committed more than others but I do not intervene, because I realize that is an enrichment for the other, and so let him do because during the route also those who manages to give less than the others has not only enriched his luggage but when you they go to realize other work tries to give how much more as possible.

At the end of a work of the group, if there were problems, I try to explain to the students how to learn how to divide the tasks, collaborate, and especially reflect on their way to work.

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I have understood very early in my 25-year teaching EFL career, that no single test or classroom interaction on one day can really capture what a student is able to do.I try to use all three major approaches:

a) I use summative assessment, that is tests that students take at the end of a learning unit or at the end of a school year.

b) I try to use formative assessment in “real time” almost daily, in the form of oral examinations, dialogues, interactive games, small writing assignments (e.g. write a small text containing these new words), to assess how much my ESL students have understood and can use the new material either words, skills or grammatical phenomena recently taught with instant feedback on what they still need to do while remaining positive and never condescending. I always encourage them to ask questions and try to answer mine without worrying about the grade. In addition, students have notebooks for their writing assignments which I or they correct and I check weekly. Students also keep portfolios of their work, assessed monthly.

I use the school ICT-based e-platform  www.e-arsakeio.gr and interactive quizzes monthly.

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Effective is not large groups and necessity to value each member of group work by himself and all group...I think :)...

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Collaborative work is much more difficult to assess than traditional knowledge. It is important to evaluate the process and the final product. The student must be the center of learning and must also be involved in the assessment of teamwork and individual through assessments, critical evaluations. Teachers can use other procedures: rubrics, portfolios, platform specific apps: Kahoot, forms google, Dads, RubiStar ... to check whether they have achieved their objectives. Furthermore, it should also assess the role, responsibilities and strategies carried out by the students and the teacher.

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Assessment cannot be based only on the final production. It should include different aspects such as teacher observation, groups feedback and the idea of the personal diary looks to me an excellent tool.

Sometimes we worry about how to assess our students work and how to justify or a general mark for a group or different marks for people in the same group. With the diary this justification would be easier and students should understand the results.

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Observation during the hole project is another assessment strategy.

Sometimes, I mix self assessment and teacher assessment at the final of the project, giving each one a different weight.

For me, some challenges when it comes to assessing group work are: don't use too much time in the assessment (be effective) and consider every student with his/her particular way of learning.

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A very efficient and productive way of working with groups are thw method that includes homegroups and expertgroups. In this way all the students have something really valuable to the rest of the group and they cooperate on a deeper level.

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In a working group there are usually tasks of accompanying documents, on which the group members should reflect, reach consensus and self evaluate themselves. The dynamics of group work is evaluated regularly so that the group itself tell me the advances and difficulties. It is during the process, through self evaluation grids, and the presentation of the product resulting from the working group, that I assess the dynamics and resulting work.

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The evaluation of teamwork is quite difficult, but there are some points on which a teacher can stand and evaluate such cooperation in the team, good distribution of tasks within a group with similar obligations. Of course the whole presentation of a student in the class.

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What other strategies have you used to assess group work?

The last group work in my classroom was aimed to review of some artistic and literary movements of the twentieth century. Each group had to create a Thinglink with text files, audio and video and present it to the class. All Thignlink were then shared on Edmodo to be studied.

I evaluated in a first step the individual work of research and synthesis of materials, so the final product and presentation, the work of the group. I then created a test from their work to assess the level of general knowledge of the topics.

What are the main challenges for you when it comes to assessing group work?

To enable pupils to learn how to divide the tasks, collaborate, meet delivery times and especially reflect on their way of working.

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I observe them during they work also. So the assessment is based on that.Usually I observe how students work inside the group which type of contribution every student provides and then the way they improve their social behavior.In my opinion the main challenge assessing group work is evaluate students contribution individually, because sometimes a student work more than others for some reasons but during the process is quite difficult to realize who is working properly and who don’t.

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Group work is always hard to assess.
I try to keep track of each groups work by asking simple question about the work to each member on previously selected time frame. With these questions I not only get a briefing on whats being done but also "demand" that every member is involved. Everybody has to know the answer to my questions, if they don't, something is wrong with methodology of the work group.
I also speak individually to each group leader to question about eventual problems in the group dynamic.
After this initial reconnaissance i keep assessing in the same way to keep track of their progress and individual tasks. At the end of the work i have some guarantees that the group work is indeed a combined effort of every member of the group.

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When My students work in groups I ask them to give me a list of who did what. Normally they are very honest, I dedicate one lesson to observe how they work and give them a little coaching. The final product is assessed theis peers and by the class.

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I try to keep track of the process as well as the final product. But in group work I think its more important to have a clear view of the process than it would have been in an individual one as you easily get freeriders if there is room to just coast along without participating in the group processes. The final product is of course also important, but if you have no idea who contributed to it, it might give a wrong impression of what is done.

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I always keep in mind two components: the product and the process. They are both very important, therefore, i use different criterias to evaluate them (for work process i like to give them learning diaries). I also teach them to autoevalute themselves.

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Assessment of group is composed on three parts:

1. How students work inside the group (precess);

2. The contribution of every student (product);

3. The way they improve their social behavior (social skills)

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I have usually 2-4 pupils in one group and although they are making the task together, everyone has to give a personal outcome of it. It means a learning diary, protocol, essay, calculation etc and I ask from every pupil what was his/her input to the project and how he/she collaborated with others, what others had to do etc. Of course I observe them during they work also. So the assessment is based on that.

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Groups can be very effective, but they are very challenging and engaging.  I agree with the concept   of grouping students with different skills.  Then, it is important to organize tasks  in which  everyone can work and be involved.

For me the biggest challenge in team work  with tablets  is to understand who does  what. The control must be very rigorous as I have to  distinguish between  the students who work and those who are often  inattentive and not motivated to collaborate.

Using a tool  to film the groups for the observation  activity should be really a big help and a support to hold down time consuming.

I find very interesting the proposal  of  writing a learning diary for  Self-assessment,  because  students are normally very  honest, critical  and demnding . In addition with this task  students could  take responsibility for their learning process.

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When in collaborative projects I make my students keep their own portfolio (using the app Showbie). That makes it possible for me to keep up with their process, give them formative assessment and also record their new knowledge. So when the end result comes I have a clearer view in who-did-what, and also the learning outcome of the project (even on an individual level).

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I always try to make a group assessment and a single assessment for every student. It's important that students explain how they planned and distributed the tasks.

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I try to form groups of 4 students the most. For the assessment of a group work students create a questionnaire.

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The main difficulties or challenges that I feel in regards to group work with tablets is to clearly distinguish between what was done and by whom. I have to be very careful and on the alert about who works and which student is easily or frequently distracted. Lesson observation is fundamental, as such the idea of using the app “Timelapse”, presented in the case study is a wonderful suggestion that I am going to try-out with the next group work that I develop with my students.

Normally the weight of assessment is more preponderant towards the process than the outcome. This is due to the fact that most of the time the final product or outcome can be the same. Self-assessment is also an important criteria for the learning assessment, especially as it forces the students take responsibility for their learning process.

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To ensure all students contribute to the task, I prepare a table with the name of the group, identify the different activities and select which ones were made

To evaluate the work of each one I visit their e portfolio. We use Blogger

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- difficult to assess collaborative skills -----carefull planning can solve this

-a competition can be set among the teams---however I must say that there are voices nowadays that competing is not the best. Me myself do not mind when it is not too often.

-time consuming

Is the focus on the group or the proces?

-use percentage corresponding to the value of a graded part

-in the report a teacher-

also included his students in setting the criteria for the assessment

-learning to agree on assessment criteria and to give feedback are important new skills for students.

-Timelaps video helped with evaluation of SS' participation.

Those who were less engaged accepted it as a proof of their lower level of engagement and as a motivation to be more engaged in the next group work.

-

One possible way to organise a self-assessment is to ask each member of a group to write a learning diary.

! do it on a regular basis and explain how to write such a diary

-Students tend to be very honest in the assessment of their own work and sometimes are even more critical than the teacher. - I have the same experience.

Tablets can also be useful to access self-asssessment questionnaires online. Such online questionaires allow for immediate evaluation.

CHALLENGE: use an app for SS' self-evaluation or google form

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Throughout this course it is still a great learning experience for me. For starters I use the steps that make up a collaborative project. Then, I will use to practice some of the apps to create rubrics mentioned in the Webinar. When you have enough practice I start to create my own. The biggest challenge for me is to conduct observations to assess individual work of each student within the entire project.

and I feel a little shamed to admit it but so far it was evaluating all students equally basing on the final product , of course it was not correct...

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As I said before Assessment Scales &Criteria are discussed and negotiated with students. Bearing in mind the challenge to monitor their commimment I think I'll try Timelapse as well as the learning diaries. Tablets will be a great tool to document their working process too.

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First of all I think the teacher must have a clear set of criteria on what will be assessed, and inform the students about the criteria before doing the project. If it's possible it's good to establish criteria with the students. Also, the teacher has to decide whether to evaluate the process, the result, or both. It's good to use peer and self-assessment as well, using different checklists, questionnaires, learning diaries...

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Effective groupwork can be challenging but also engaging. I agree with putting students with different abilities in a group. The most important thing is to assign reachable tasks so that everyone does his part and is actively involved. When it comes to assessment, it's very important for the teacher to be fair. Group performance can be translated into individual grades, which raises issues of fairness and equity. Moreover, clear assessment guidelines are essential during collaborative work and students should know beforehand what the assessment criteria are, which could include active or passive participation, time to complete a given task, individual tasks, group tasks etc.  The learning diary could be a useful tool because it provides a record of one's work.

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Formative assessment can be easier with digital tools and apps .They help teachers implement formative assessment in their classrooms. Padlet, for example can provides an essentially blank canvas for students to create and design collaborative projects. Great for brainstorming too.Tagxedo, a tag cloud generator that allows you to examine student consensus and facilitate dialogue.

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What other strategies have you used to assess group work? I have assessed group work according to the level of the group, I know it is the most common way to do it, but it is very effective other times I have assessed work which is more difficult than their level in order to make them do an extra effort, and motivate themselves to solve the tasks

What are the main challenges for you when it comes to assessing group work? Selecting task that they will be able to handle is the most challenging part of assesing, because you don't really know if they will be able to develop the task even with your help, but it is very agreable when you check that they finally have been able to do it

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The assessment of cooperative work has to be done both by the teacher and the students.

An easy and effective way to assess is the rubric:

- Students should know in advance what and how is going to be assessed.

- It helps them to think about it. It shows the students the expectations about the task.

- It warns them to pay attention to every detail of the task.

- It helps them to make a better piece of work.

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I could not watch the webinar but
I found it interesting to read the
documents.
Assessing a working group it is a
complex task.
Depending on the objectives I sometimes give more importance to the process; under different circumstances I will give priority to the final product.
The rules are clear-cut beforehand.
The biggest challenge is to strike a
ballance between the purposed objectives and the accomplished tasks, being fair when evaluating.
Apps shown were really interesting and had  a formative influence on my.

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As for me, the 'key' point in pairs is to use the right 'ability' in a student, generally the students in the groups i create feel very collaborative, but from time to time, some students can feel -maybe- not connected to that pair after a while. To change that path, in an 10 or 15 minutes time table, sometimes i change the students from one pair to another with the same abililty s/he can use in the project. In that way, student can feel 'up' again for the process.

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Strategies to assess group work

· Decide where the focus of the assessment will be (outcome of the group work or the process).

·  Observation of the group work.

·  Students self- assessment – I am not the biggest fan thought but I like the idea of using learning diaries from the students because writing them helps them to reflect on their work.

·Set the criteria for the assessment from the beginning– include the students in deciding the criteria – Use of rubrics.

· Final presentation.

·Use questionnaires (preferably online).

· Use the tablet to take photos of the several steps of the group work to document the process.

Main challenges when it comes to assessing group work

· Difficulty to know the contribution of each member of the group.

· Time needed to evaluate the groups.

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From my point of view the work on groups it´s a hard and time consuming task, not only by the neccessary guidance of the students but also by the difficult of their assessment when they are working as member of a group.

Regarding evaluation I use a mix of different tools along the time to get a good assessment.

I evaluate both the process and the final outcome.

One idea I have never used and I have found interesting it´s the self-assessment I will definetely use on my next course.

The main challengue I face on my classes are related with the number of pupils on the class. It´s very difficult the work in groups with 30 student per class, I think it will be recommendable the establishment of a lower rate to assist the best possible manner our students.

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I think assessing group work is a really difficult task. I have lately tried Rubrics to assess group work. I find them a good way to let students know what they are expected to do and for me it is easier to analyze their work. Sometimes they are students themselves who create their own assessment rubrics (with my guidance) and I can guarantee you they are quite good at knowing what to be assessed and how to be assessed. There is an app called CoRubrics which allows you to design rubrics and it automatically assesses the students using your tablet or laptop. It's great! It also sends the results to the students.

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I do agree with some points discussed here, and do weigh between different methods however I teach seven year olds and sometimes find this difficult to do. I agree with ongoing assessment but how this can be done effectively is what worries me.

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When I evaluate group work also evaluate the process and work product.

For each of those aspects are skills to observe chosen and are attributed a classification for each one. The evaluation process includes attitudinaland interpersonal aspects, as well as skills of observation / reflection, analysis, information search, selection, production and
presentation to class.

I’ve n ever used tablets
in this process, either by students
at the level of self-assessment or
hetero assessment, either by me,
in the evaluation process of the groups.

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I am clear from the beginning on the assessment criteria for the group work so students are absolutely clear on the expectations., both for the task and for their participation in the group's work.

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Is very important to be rigorous and correctly in assesment. The students are very critical and sensitive. I try to cooperate with students in assesment. We must be objective , but it is possible to be influenced by different emotional contexts . I communicate clearly to students , from the beginning, the evaluation descriptors I shall use for the group work. Generally, there is a shared group mark for the final product, but also an individual mark (taking into account an individual report concerning the involvement in the group's task). One possible strategy to solve this issue and assess group work is to design a set of criteria for self assessment of group work and self assessment of individual contribution within the group.

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I do not evaluate yet group works.

I generally use group works to make my students more collaborative and cooperative.

My group works are based on activities to study a topic on depth, or usually for the most difficult topics, in order to facilitate pupils understanding of them.

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Assessing group work is sometimes difficult, as not all members complete or contribute to group tasks. One possible strategy to solve this issue and assess group work is to design a set of criteria for self assessment of group work and self assessment  of individual contribution within the group.

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I am completely agree with Hurrem OZDURAK "Assessing a group work should be done mostly throughout the work and not at the end, since students learn and improve not only the skills related to the topic learned, instead, they improve also their emotinal, interpersonal and intrapersonal skills by each group work. The assessment should be time dependent and not product centered"

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Assessing group work should be done mostly throughout the work and not at the end, since students learn and improve not only the skills related to the topic learned, instead, they improve also their emotinal, interpersonal and intrapersonal skills by each group work. When you build new groups with different group members in each activity, you give your children the opportunity to improve these skills at each new group work. The assessment should be time dependent and not product centered, in my opinion. All skills should be carefully integrated into the assessment key with a realistic pertentage of evaluation. Students should get a personal evaluation together with a group evaluation. I mostly evaluate students and the whole group and then use them both as evaluation.

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The main challenges in assessing group work are ensuring everyone is assessed and next steps are developed for each student to ensure progression. In the past I have used peer and self assessment where by each student has to evaluate a piece of work a produce next steps. Therefore, everyone is definitely getting some form of feedback.

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I usually create a platform that contains classes and tests of students. The platform will provide the tests after the student completes a lesson.

A big challenge to assess group work is the student evaluation in an individual basis. It is very comon that a student works more than others. While their are working on task it is quite difficult to check who is working properly and who don’t.

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I normally establish with my students assess criteria. We discuss in class important items to assess. After that, they work in groups and, at the end, they show to they classmates their entire process (the most important) and the final result. After presentation, classmates evaluate with agreed assess criteria other students groups.

I think the main challenge assessing group work is evaluate students contribution individually, because sometimes a student work more than others for some reasons but during the process is quite difficult to realize who is working properly and who don’t.

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It is not easy to assess, but assessing group work is really hard.

I think it’s important go step by step.

1. Forming groups

2. Well split the roles

3. Give detailed tasks

4. Use Learning scenario

5. Observation

6. Asses each stage, asses the final product and look at the self assesment.

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I think that a good assessment of the group work it’s difficult and can be time consuming. The case study report is very interesting because it’s full of interesting suggestions to assess working group. In particular the students’
self-assessment is very crucial today because the learning to agree on assessment criteria and to give feedback are important new skills for students. I am agree that a good way to organise a
self-assessment is to ask each member of a group to write a learning diary following a protocol. In this way it is possible to check if the information is correct comparing the protocols of several team members. I think that it’s
important use apps as ‘OneNote’ because the teacher can read the diary every moment. Also my students write a learnig diary at the end of an activity following a protocol.

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I tend to include not only the final goal into assessment, but also all the process and its stages so as to focus on the students' motivation and have him/her reflect on the whole project as an ongoing activity than just a copy paste activity.

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Evaluate the work of a group is a very difficult task.
Observation of the students work is a very useful tool for me: how they interact, how they provide solutions to the group, etc.

I try to use rubrics and examples from previous courses so that students have a clearer idea of what is expected of them.

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In my situation - PE - the most important is engagement. Not skills, not results, but possibilities comparing with engagment. But PE is specific.

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In the course of study where I am usual our assessment be a little different. In kindergarten interests us most know the involvement of children in activities than actually the learning that it acquired. For this reason it is possible to evaluate children through the involvement of Leavers scale (1993). It is possible also the educator also register some moments of the activity of each group to further evaluate their behavior before situations and activity.

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I work on the project is available classes a set of features that includes tests , videos , training records that can be worked by students.
In each activity the students know what is expected of them , what are the goals to achieve and more than that , knowledge of the overall result

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In addition to teacher's observation and self-assessment, I use peer-assessment for the collaborative projects. Right after forming the groups, I hand them a rubric and let them see according to what criteria they are going to be evaluated. One of the challenges of the peer-assessment is that the students personal lives interfere with the objectivity of the evaluation. They tend to give low grades to their peers if they argue about something out of the classroom.

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Assessing Group work is a quite new challenge for me.

during this year I have had opportunity to know a little better Rubrics tools. I intend to explore them in the summer and try to planning some activities with all those tools.

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In the project I work, we have created a platform that contains classes and tests of students. The platform will providing the tests after the student completes a module. But how the price of questions was distributed it is not entirely correct and you can not correct accurately test. We're better off trying this point, because we know it harms the student. It is also there in our application a Tasks area. We teachers send individual tasks to students, depending on your point on the course, and after they are resolved corrected and deliver the note to the student withthecorrection.

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When we assess it is always important to follow the aims of the lesson, and what do we want to achieve with the activity.The process or the product? We can observe the process to see how it works,what should we change in order the group to function better. And we can assess the product, of course.

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Assessment is a
challenge for most teachers mainly due to confusion over what are the main
factors to assess. I believe that in most cases it is not the finished product
which should be assessed, but the process of getting to the finished product. And
how the group have worked together. These skills of collaboration and the
skills acquired in reaching the finished product are of greater importance.

In my previous
classes I have frequently used self and peer assessment, for the purposes of
assessing group work then peer assessment may be more effective. The tablets
can be of great value for assessment if the pupils are aware of how to
correctly use them. Pupils can post comments on others work, create video
feedback, complete tasks which affirm the learning taken place.

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Assess is one of the most difficult things as a teacher.

What we should asses in a group work is always the process. How they work? What they have learnt? And forgot about the result, even though is quite difficult.

I also think we should asses kid by kid taking into account their needs, and not use the same criteria for the whole groups, this wouldn't be fair at all.

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I have so far assessed mostly outcome, but I think I should futhermore pay attentsion also to process. In my class students do often experiments in groups and I can easily observe their participation. I have used rubrics and sometimes let students themselves to use same rubrics and do self-assessment or assess other groups.

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Working mainly with Moodle (also mobile) I don't have great problems because the platform makes available different tools for individual and group work assessment (assignments, forum, quizzes, wikis, workshops...) I can see who logged in, how many times and what he/her did, downloaded or watched. For example the Workshop module is a a peer assessment activity with many options. Students submit their work via an online text tool and attachments. There are two grades for a student: their own work and their peer assessments of other students' work.

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Do you assess the process or product? Do you evaluate a product, process, relations (cooperation and collaboration)? How to assess all the members of the group? Giving individual or group assessment score to each group member? How engagement contributes to the assessment of students, and how the quality of the product? Insufficient insight into the degree of autonomy students (parent works instead of students, etc.).

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In my opinion, is very important a good organising of activities: each student has to know what is expected from him (or her), how to report, witch are his/her peers, how to give a constructive feedback .

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It's difficult to assess work group but not impossible. Even when using jigsaw method there is always a chance that one student hasn't contribute to the task however the task was done. Presumably he copied from his fellow student. That's why I divide a task on two part and assess them separately. Collaboration work and individual work. Collaboration work can bring you 30 % of grade, individual 70 %. In that case someone who didn't contribute anything to collaboration work can't get positive grade.

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After the project is done, students need to show what they have done. After their showing other students asked them some questions if they have some. In the end of each presentation they need to self evaluate themselves. They need to answer how each member contribute to the group work, what new skills they learned, are the informations useful to them and in what way and how they can, if they can, implement that in their life.

The most important thing is to evaluate students in a way to say what they have done great and what they shuld improve. Maybe there are things that could be done diferently.

Our Ministry of education decided we should teach Civic education too so we are working on some projects that can be very useful to us. For example, one of my students needed to made presentation about sport in EU so he did some research of Sports Erasmus and lots of other students did not know anything about it. It was very useful to them and I have to be honest, to me too.

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Time period in which pupils acquire skills to work in group is long. My students are just begining with that form of work. Therefore first of all I evaluate their involvement in the actions taken. I try to award even the smallest, tentative attempts of participation in group work. An important criteria are social skills like communication, mutual support, respect towards colleagues etc. Of course I remember about evaluating the effect of my students work – completed task and it‘s presentation. Students have to know the assessment criteria. Presented at the begining of lesson, are motivation for them to work, point of the way, which younger student have to follow to achieve success.

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My preferable way to assess groups' work is to give them rubrics to complete. This way not only they undrestand the process of group working better but I have a straitforward feedback from pupils about their quality of work. Of course when is formative assesment I use the old traditional methods with questionneres and test based on the aquired knowledge.

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My students are 9 years old so collaboration is always motivation for good work and great grades.
Opportunity for students which are little bit shy or not so much in leadership mood to get five minute of glory, and students with special needs really like collaborative projects because they can contribute in their own way.

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When evaluating a workgroup it is important to assess all aspects. On the one hand, the individual contribution of each other, the group's contribution to the creation of the final product. Realize how much researched on the subject and the sites they are using.Can you use some tools, including individual critical reports, where students relate how participated in preparing the work to be done, identifying their contribution; direct observation in the classroom by the teacher as the groups develop their work; use the Moodle platform as a means to answer questions and communicate outside the classroom; check the access to this platform by the students. An oral presentation should be made or not using the new technologies to the whole class, also perceiving it as each student mastered the subject. Could it will also apply questionnaires or training records on the subject covered / developed.

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Because the groups are with small number of students there is a possibility of assessment ( formative ( check lists ..... ) and summative through electronic quizzes and assignments, self-evaluation , assessment of individuals , evaluating groups ....

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In order to assess group work, I think it is very important to assess the process and the outcome. Assessment must be considered as a learning opportunity.

To assess the process, individual questionnaires can be used. The questionnaire would ask students sample questions about how they play their roles: whether they help their peers, whether they ask when in doubt, whether they provide or request information within their group, etc. The answers would range from never to always.

The teacher can also fill out an observation sheet for each group, with notes about whether students are interested in the task, manage time, are able to handle conflict on their own, take joint decisions, take part in a balanced way, etc.

Carrying out interviews with each group can also be used as an assessment tool.

It could be a good idea to encourage students to keep a personal or group journal, where they can reflect upon and organise their learning process during the activity.

Draft documents can also be assessed. These may include search lists, information sources, pictures or videos of the work process, drawings, outlines, etc.

Finally, the product or result of the group activity will also be assessed.

The main challenge is to organise all the information records and to establish an appropriate value for each of them.

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Not being a teacher and having no class to work with, I am some what restricted here. I do see collaboration within the class environment as a very fun, exciting and engaging way of working with groups of students and students working with each other. I think it can lead to a full understanding and deeper meaning of the project.

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3.4 I have always found it a problem because not all students work the same way or in the same pace, thats why I always try to assess them for their indivudual work while I monitor the activities and they final product, in some cases (depending on their grade level) I give them an auto evaluation sheet where they answer yes or no questions like... I was involved in the investigation process... etc.

This helps them reflect on they part in the group and how they participated in the making of the final product

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M 3.4 Assesment and collaboration, Pavel Mátl, CZE

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M 3.4 Assesment and collaboration, Pavel Mátl, CZE

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As I see the tablets as supportive tool for my subject, I would focus assesement on the process.

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The most common forms of group assessment I use are: informal assessment (teacher observation), formal assessment (test/quiz/homework) and class discussions. One of the main challenges is trying to assess the role everybody played as part of the group.

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I never assesses group work on my own so I can only assume how it would be. Main challenges would probably be to assess equally and by contribution.

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My pupils and I are learning how to use tablets for collaborative work. That is why the main focus in assessing group work is on the process and personal contribution for the team rather than assessing the outcomes.

I alwasy give all the assessment criteria to my pupils before they start their work. I think it is fair. We usually use just oral assessment, and at the very beginning I don´t force every single pupils to assess. Only when they get used to it I ask all learners to comment on their and their peer engagement in group work. Sometimes I use written form of evaluation, when there are some questions and points to be answered by pupils. Than we talk about the responses. Very rarely I use a kind of interview when pupils make the across groups interview with questions concerning their finished work.

What is very important for me is always assess these two selfevaluating questions

1. What was your contribution to the group work?

2. What new information and skill did you learn?

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Challenges/ approaches for group-work assessment:

When dealing with group assessment, it is crucial for the instructor to devote time and effort in advance so to plan the evaluation of the learners'

educational development. They need to consider what exactly they want to assess (the final outcome/ or the process?). It is also important to define some criteria for assessment like: quantity of the work produced, relevance to content, clarity etc.. In general, a good planning could address many of the issues which might arise.

Challenges might include: issues of time, the fact that students might be new to this way of working (collaboration) and assessment and also the chance of working with multi-cultural groups.

Regarding assessment, in order for an effective result, feedback from the ongoing progress of students is crucial. When dealing with the learning outcome of the collaboration a more summative assessment approach with be helpful. But, when attempting to gain a better insight of the process of collaboration and learning task, the instructor needs to consider self-assessment or peer assessment for a clearer result. In this way, weaknesses, strengths and also the students' contribution to the final project developed, will be revealed.

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I usually work with google tools, but not always, because it can be boring for pupils if they feel themselves overassessed, and I promise, this has happened to me.

I used observation in the classes, but I asked for their help, so that they self -evaluate and evaluate each other too (as groups too).

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I think that self assessment of each group, using a simple questionnaire, can be helpful; for this I've used, in the past, Google Modules. The same questions and the same questionnaire can be used from other groups to evaluate the product of others. It could be useful also to analize, with students, displaying the charts the difference between self assesment and the assesment received from peers. But I think this is a very difficult subject, evaluation depends to a lot of variables and it needs to be acted with a great sense. Lukily, ICT could help teachers to solve this task.

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My pupils have autistic spectrum diagnosis with severe problems with their cognitive skills and communication. Therefore their assessment is quite different. My students don't study normal school subjects, but motor skills, social skills, every day skills, language and communication skills, and cognitive skills. My assessment of group work is done mainly by observation. I use also different kind of assessment methods, but they have mainly to do with individual progress.

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I don't always use the same assessment scheme, it depends on what we are doing. I ususally evaluate organisation, participation and collaboration, delivery time, efficatity of the message, creativity.

If I have the time I first discuss with them the way they will have to assess themselves and they will be assessed by me. I use a rubric for that

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Strategies
for assessment oneused to assess group iw the key to sussess in 21st century. In addition to self-evaluation there can be a group-evaluation of how the work load has been divided. One way is that one in the group is appointed responsible, the other report to him how much time they have laid done. Then it's up to that person to validate if the reported time is reasonable or not. This approach do probably demand the students to be little up in the grades, lets say 7th grade and upwards.
Another way of assessing the individual participation in the work is the use of repositories that can track the individual contributions of code. This is of course only good for programming projects.
Main Challenges in assessing group work and one of the two main challenges in assessing group works is to grade the indiviuals participation. .To make a fair assessment without having to look over the shoulder of every participant falls sooner or later on the individuals own assessment of contribution, and of it being as well objective and trustworthy.
The other is already mentioned; how much shall you assess the product, and how much the process? This challenge is easily
met by stipulating the ercentages for the parts, and they may differ
depending on the project.

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1. Trying to help students to keep on track with advices, or help them stay in time

2. Keep in mind that the export is what we care most,

3. Avoid arguments between members of the same team,

4. Each day in and outside classroom keep in touch via tablets, so make assessment in 'real time'. Thinks could improve with advices by me or by an other member,

5. In each phase an opinion of a colleague (in or outside my school) could be critical, to get thinks more clear to me or pupils.

6. In every phase needs support from experts (to teacher and students) at practical, technical and structural problems that bring out.

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Group work need to be based on the learning outcomes (objectives). The groups should have reasonable number of members depending on the task. Too many members in a group will not help at all. The teacher should teach the students that in a groupwork every member can have a different role and they should be able to assign roles to each other. The students should accept that it's healthy to have a group leader - but s/e shouldn't be always the same person and the selected person should be able to listen to others' suggestions. During group work the teacher should go round the groups to monitor, and offer guidance when requested. During group work the teacher needs to assess the group dynamics - who is doing what, which group is using good strategies and showcases the good practises. If the project can't be be done in one session (like most of the project) it would be a good idea for the teacher to ask the students to keep record of the phases that they are adopting - like a diary.At the end of the project/group work, the teacher assesses each team according to the objectives, example the final product or the findings. Then the teacher should also assess every student individually because in the group which created the best product, there might be a member who took it easy and s/he almost did nothing. That's why it's important for the teacher to know the role of each member and the procedure that the group used.In Malta some parents are very protective in Primary level. So if the teacher asks students to do the project after school hours, the parents might end up doing it.

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In order to maximize teaching practices, it is increasingly important for me to know the conception and development of teaching and learning scenarios that include new approaches to the assessment of learning for the classroom and contribute to better and more effective student learning.

In order to maximize teaching practices, it is increasingly important for me to know the conception and development of teaching and learning scenarios that include new approaches to the assessment of learning for the classroom and contribute to better and more effective student learning.

In the beginning, I need to decide if the focus of the assessment of the given group task is on the outcome of the group work or the process. If all teams produce the same product, the process is more important than the product itself. Normally the content produced counted for 70% of the final grade, the observation of the group work by the teacher counted for 15% and the students’ self-assessment for 15%. I also included my students in setting the criteria for the assessment. It is very importante learning to agree on assessment criteria and give feedback to the students.

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First of all I discussed the topic and learning activity with my colleague. We defined the main questions and what we would create during our meeting via Skype, for example. Sometimes we have a lack of equipments.

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У рамках проекту, присвяченого Дню Голокосту, сьогодні за участю Євроклубів було проведено скайп-конференцію "Я проти дискримінації, расизму та ксенофобії". Захід відбувся за підтримки Центрів європейської інформації міст Кіровограда та Харкова.
МістоКіровоград представляли Євроклуби "Надія-Шанс" СШ № 6, "Єдність" гімназія № 9, "Астра" Кіровоградського облкомплексу (гімназія-інтернат школа мистецтв).
Мета: виховання усвідомленого та відповідального ставлення до таких небезпечних соціальних явищ, як дискримінація, расизм та ксенофобія; формування активної соціальної і громадянської позиції щодо протидії ксенофобії та етнічній дискримінації в українському суспільстві.

Перед учасниками були поставлені наступні задачі:
1. Визначити темінологію понять дискримінація, расизм та ксенофобія.
2. Актуальніть теми.
3. Чому нам потрібно обговорювати дану тематику?

Використовуючи методику створення карти термінів, учасникам було запропоновано створити карту міста, якому вони придумали б назву, розташували у ньому вулиці, площі, тощо.
Наше місто ми назвали містом Рівноправ'я, у центрі розташували площу Толерантності, на якій стоїть пам'ятник Мартіну Лютеру Кінгу.

Відбулася презентація створених міст, під час якої ми прівнювали, що співпадає. чим різняться наші міста, що сподобалося. Кіровоградці відзначили: Музей національних культур на карті створеній харків'янами, Сонечко, яке світить та обігріває усіх, школу Багатогранності. Харків'янам сподобалася лікарня Св. Терези, фонтан Творчості, звалище Конфліктів.

Харків приготував до нашої зустрічі газету, яка дуже нам сподобалася. На ній зображено панду, як символ миру та дружби.
Завершили скайп-конференцію висновком, що все залежить від нас самих, і що ми мало знаємо про інших - можливо у цьому причина конфліктів.

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Скайп-конференція

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У рамках проекту, присвяченого Дню Голокосту, сьогодні за участю Євроклубів було проведено скайп-конференцію "Я проти дискримінації, расизму та ксенофобії". Захід відбувся за підтримки Центрів європейської інформації міст Кіровограда та Харкова. МістоКіровоград представляли Євроклуби "Надія-Шанс" СШ № 6, "Єдність" гімназія № 9, "Астра" Кіровоградського облкомплексу (гімназія-інтернат школа мистецтв).

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What other strategies have you used to assess group work? What are the main challenges for you when it comes to assessing group work?

I usually make a rubric with the pupils before they start a group project. This sets out the expectations of what the group needs to achieve and I stress the importance of every individual contributing to the task for the group to succeed.

I rely on the pupils' self and peer reflection notes and teach observation to assess the learning. I like the idea of pupils creating a photo or video diary to record their group's progress as it can be a challenge to observe every group and the individuals in the group within one lesson.