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it seems appropriate to use a rubric covering the following :
- factual (facts, events), - conceptual (concepts, ideas), - procedural (how to do), - meta-cognitive (explanations)
Peer assessment in a group or class is very important if we take into account the credibility that may be given to the opinion of each peer ;
It is important to differentiate the individual participation of each group member. A student’s individual participation (for example their added value, respect for others and negotiation skills) can be integrated into the student’s individual summative assessment by establishing its relative weight from the beginning of the assessment process.

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A rubric is a scoring tool that lists the criteria for a piece of work and articulates gradations of quality for each criterion, from excellent to poor (Goodrich, 1996).  To construct a rubric the first step is to decide on the level of knowledge that the rubric should assess. The next step is to establish assessment criteria and progress levels for each criterion. Usually we use 4 levels of progress, assigning 1 as the lowest level furthest away from reaching the objectives, and 4 as the highest level, closest to reaching the objectives. Each level needs a clear descriptor to avoid any doubts. It’s important to bear in mind two important tips when constructing rubrics.

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Collaborative tools are almost essential in on line projects involving students and teachers from other countries. I often use google forms, monkey survey, trucider,

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I believe that in collaborative learning situations student outcomes  may be assessed in a different way than the traditional way and collaborative learning is not independent of the curriculum and of the student’s age group

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I often use collaborative tools to assess my students especially in my etwinning projects, they often offers quick feedback not only to students who may see their score, but also to teachers who can understand to what extent the goals are reached.

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Simple assessment tools can be used for formative assessment, as long as the goals are clearly defined. It is necessary that those involved realize the importance of the selected assessment tools, and acknowledge their value. Feedback must be immediate, to have direct effect on the learning process;Self-assessment should focus on individuals and their commitment, motivation, engagement in teamwork and their ability to achieve personal goals. Group goals can be formulated using checklists.
Summative assessment aims to provide a formal academic record of students’ learning progress and to establish proficiency levels.

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I've never used this rubric, but i think I will ,in order to evaluete  my pupils'collaboration activities

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I totally agree with Professor Deidre Butler 's consecption conserning the four questions designing collaborative activities:

!) Group work

2) shared responsibility

3) taking decisions

4) interdependent work

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I  think that in order to work well it’s important to have  a clear idea about what  collaboration means and then we can plan learning activities to develop these skills, for this reason I also think it’s important to use a common language, that is metalanguage.

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1.6 Learning ActivityReflect on some recent learning activities you have carried out with your class in the past year, which have included some level of collaboration, and follow these steps:•Select two of these learning activities; one which you think required a low level of collaboration from students, and one which you think required a high level of collaboration from students.•In your Learning Diary, describe each learning activity in no more than 300 words, clearly outlining the aspects related to student collaboration.

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1.6 Learning ActivityReflect on some recent learning activities you have carried out with your class in the past year, which have included some level of collaboration, and follow these steps:•Select two of these learning activities; one which you think required a low level of collaboration from students, and one which you think required a high level of collaboration from students.•In your Learning Diary, describe each learning activity in no more than 300 words, clearly outlining the aspects related to student collaboration.

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1.5.The experience of Monica Giansanti, an History-, Geography- and English teacher in Italy

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1.5.The experience of Monica Giansanti, an History-, Geography- and English teacher in Italy

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I feel lucky because I found it very easy to work with other colleagues, especially in our etwinning projects. This has happened not only with my fellow students, but also with my colleagues in Europe. First of all we usually project our work through many collaborative tools such as google docs, titanpads, padlet, then we work together by leading our students to their collaboration through class groups and international groups.

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In your experience of collaborative learning, is behavior management and getting students to stay on track a challenge? Do you agree that assessing collaborative learning is particularly difficult, and what are your experiences of this? How do you monitor teamwork? Do you find the ways mentioned in this video (e.g. through self and peer assessment) useful? What about the online tools mentioned?
I n my experience
managing behaviour is really difficult.  The class is getting very noisy and students often talks about other subjects.it is important that students are used to working in a collaborative way.  Giving structured material and assigning precise roles to younger students I think that could help. Also the choice of a topic they really like.it is not easy to see how and to what extent our students are actually progressing and to what extent contribute to the success of the group / last job / learning, especially when working with students that present difficulties in the field of language, lack of autonomy and reveal low expectations for the future.It looks that monitoring the students’ progress of the working group, is a complicated task.The use of tools such as those in the video (Edmodo google drive..) will be a great help. Feedback can help students in motivation and they think that the teacher is really interested in what they are workig about.

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1.3.How Project based learning enchances colaborative learning

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1.3.How Project based learning enchances colaborative learning

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According to Race (2001) ‘learning from other people is the most instinctive and natural of all the learning contexts we experience’. Group discussion allows students to attend more clearly to meaning as they interact with the language of the discipline and put into their own words the issues arising from a particular topic. It also gives students an opportunity to direct and take responsibility for their own learning. Anna Laghigna, English teacher Italy

Learning by doing in groups is for her the best way to engage and motivate students, to foster creativity and active participation.

. She hits students to question and encourages peer learning in groups.

google.docs;

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Module 1: What is collaborative learning?1.2 Collaborative learning in a flexible classroom

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Module 1: What is collaborative learning?1.2 Collaborative learning in a flexible classroom

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Our classrooms are traditional with tables arranged in row, and if we feel the necessity to move and change the disposition of our furniture, at the end of our lesson we have to rearrange the initial disposition of everything. In my specific situation I have only two hours  per week in every class and  so I can't waste my time to order and reorder furniture

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I'm Maria Rosaria Tafuro ,  I 'm a French teacher in a Lower Secondary School in  Calimera (Le) in the south of Italy.I started teaching about 11 years ago; I started as a special education teacher at a middle school.After two years I taught English at a high school for four years; finally I moved to a middle school near my village where I have been teaching  French language; For the past 3 years I am trying to implement technology into my classes. I have involved my students in many online Technological projects using social networks such as , Skype, eTwinning (TwinSpace),  In the last 3 years  I have been  engaged in  eTwinning projects together with other nations. They were awarded with  the quality Label. In the projects  my  students have demonstrated   great  interest and enthusiasm . In the coding project,I invited  my pupils to use their tablets to write new French dialogues  by programming scratch junior software .I am attracted by the technology and the use of instructional technology.

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MODULE 1 - introductory module. WHAT DOES “COLLABORATION” MEAN IN EDUCATIONAL CONTEXT?

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MODULE 1 - introductory module. WHAT DOES “COLLABORATION” MEAN IN EDUCATIONAL CONTEXT?

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1.1.What is collaborative learning?

Deirdre Butler: “colaborative learning” is more than dividing students in groups.After putting students in groups we have to question ourselves, whether  they actually work together. Are they working interdependently? Is what they are working on so much interdependent that each piece depends on the other for its  successful completion? What skills do I have to develope in my students? We have to develope in our students skills of negotiation, feedback, listening, consensus.