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Every year either in our school level or regional level there are 3 competitions that every school take part in.İn our school we specify assessment criteria of projects every year.These assessment include criterias either individual or as a team in each project group. But we never used rubic inassessment of the project .This method is wonderfull.

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Whatever form of assessment you use, it's important that students know what will be looked at.

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Assessment should encourage students to learn collaboratively and not encourage competition. To avoid encouraging competition we have to promote the belief between the students that they learn better in groups since they can overcome their difficulties more easily helping one another. The assesment I have to carry out in projects in my school is based on grades and it takes into account mostly the work/results of each group and each individual.

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If conducted appropriately, the collaborative learning assessment can only encourage students, making them aware of the learning process.

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If conducted appropriately, the collaborative learning assessment can only encourage students, making them aware of the learning process.

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I think my assessment of collaborative work encourages competition  The assessment  is brief, clear and timely.  In my subject take into account the learning outcomes related to collaborative work (such as project work/results)

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I think that assessment of collaborative learning is not easy and that is one of the reason I enrolled this course. It is difficult for me to assess group work having in mind all different members of the group. In my opinion group assessment should be the same for each member of the group, but a lot of my collegues don't agree.

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I think assessment of collaborative work should increase fair competition and make them feel responsible for their work in the group. Some students need to be stimulated, others in a sense contained. We have to assess this point as well to make the students understand the importance of it.

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Collaborative work is always one of the best ways to work by learning, with others, and by helping them. I do not think it encourages competition. In my school collaborative work is not evaluated. The cooperative work is evaluated with a minimum weighting in the final evaluation of the discipline.​

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Collaborative activities with self integrated evaluation are important, otherwise the students might think that the activities for it self doesn't have intention of learning. It's important that all participants in the process, teacher and students, have in mind the aim. So, it's fundamental stablish goals to correctly evaluate the activity.

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“It is crucial that assessment doesn’t discourage learners, but rather strengthens their commitment to learning. Assessment should encourage students to learn collaboratively and not encourage competition. It should also contribute to a collective conscience promoting the belief that we learn better in groups because we can overcome our difficulties more easily when we help one another.”
Our students work much more motivated, engaged and interested when the work is in team and their assessment does not discourage them, it helps them to improve for the next work.
The final sumative assessment in my school is based on two components: Education for Citizenship and Knowledge / Capabilities, and take into account collaborative work as group work

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Genova, Italy
At the moment I haven’t assessed collaborative work. I’m going to try it and I’ll try to develope formative assessment in order to improve collaboration and not competition.

The other part is how to assess individual and the learning outcomes related to collaborative work, but this part is very hard in my experience. In my school teachers don’t use collaborative work a lot, so I can’t share my opinions with other collegues. I hope we can improve this kind of teachin because I’ve found it very useful for students motivation and work.

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Peer and group assessment are very good options to assess collaborative learning. You are not only evaluating the students´ level of learning adquisition but also the social skills they have managed to develop suring their teamwork.
It is true what it is said in the video: sessions should really be collaborative for those assessment to be effective.
But, my weak point here is how to assess single student´s level of knowledge and social skills adquisitions? Interdependence, being an important part of collaborative learning, makes it difficult to me to assess each student individualy, as in the end, we need to grade them personaly.

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I don't think assessment creates competition. I teach in kindergarten and we don't have grades, so children are not used to a classification after these criterias.

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Assessment of collaborative is important and I didn't encourages competition. Assessment should be also for learning. If we want to teach the students how to collaborate, we should assess their collaborative work.
The summative assessment of each student must take into account the learning outcomes related to collaborative work.

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In collaborative work the first question that arises is: What to assess?
It is necessary to take into account that in the collaborative work the teacher does not only assess competences, but also evaluates skills and abilities.
When my students develop a group work, the problem is first defined, then in order to find the solution, set goals, develop methodologies, analyze the results and yake conclusions.
Thus, the teacher assesses whether or not the goals were achieved; how the goals were achieved and what the contribution of each members of the group.

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Collaborative activities with self integrated evaluation is essential, otherwise the activity for it self doesn't have intention of learning. It's important for all actors in the process, teacher and students. The important thing to have in mind is the aim. So, we need to stablish goals and achivement to endorse correctly what to assess for the activity.

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Teaching English I assess my students individually and for their group work. It is easier when I test their knowledge gained duringthe school year. For group work I try to set transparent rules which reflect their engagement in the final product , their creativity. Every time it comes to assess group work I ask their members to rate their and others' engagement. Getting to know clear rules before the project students feel more responsible for final outcome and sharing duties is for them easier. Of course sometimes it is discouraging for them because they do not like being assessed by their classmates. The  key to success lies in convincing them that their affords are worth involving.

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At my school, the summative assessment stems from the application of criteria that integrate several evaluation instruments, among which are tests, that in elementary and middle school weigh between 50-60% in a subject’s final grade, whereas in high school they weigh between 60-70%. Although work in pairs and groups is contemplated, I think there’s an important road to travel regarding the assessment of collaborative work.

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I think assessment of collaborative work is very important because it evaluates the learning process: skills and attitudes. In my case, the assessment that I carry out is brief, clear and timely. I apply exams to evaluated foreing languages competences. The summative assessment of each student in my school isn´t related to collaborative work, because I use only exams.

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In my opinion, assessment of collaborative work is important and has to focus is attention on the process of students: self-assessment, peer assessment and final assessment of the teacher. We must know the starting point of the students, the skills and knowledge they acquire during the learning process. The supervising teacher has an active and construtive role in the learning process, because it's not easy to apply this methodology but I'm sure that's possible if we increase collaborative work.

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I think that not just the assessment of collaborative work but the collaboarative work itsself requires extra effort from the teacher. The activity must be well designed and the rubric is necessary. In my country collaborative learning is up to the teacher. If a teacher does not want to involve there is no one to force him to do it. The summative assessment in my country doesn't take into accont collaborative work. As i said collaborative work is optional.

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Assessment of collaborative work encourages students to do better and discourages competition. I encourage my students to assess their work and their peers' work as well. The assessment I carry out is clear and timely. My students usually assess what they have learnt and what they need to improve at the end of each class. When they collaborate with each other they evaluate themselves and each other. Regarding the asummative assessment, it takes into consideration students'writing, speaking, listening and reading skills, their performance and attitudes throughout the learning process, namely their learning outcomes related to project work. Let me tell you that students really like collaborative work: they help each other, they feel more self-confident, motivated and more involved in the laerning activities and they make an effort to do much better .

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I don't think assessment encourages competition. I think it's more imporant formative assessment and self-assessment because students are helped to go on the right direction and can think about how they are going in the time they're doing the work.

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Because I haven’t used a rubric that is developed meticulously, I do not have an idea about assessing students’ work with grades. Since, in our country, Summative Assessment is generally more important than Formative or Self-assessment. So, we do not give grades for their collaborative work one by one. However, I try to give feedback to my students in order to make them understand their strength and weaknesses and develop themselves during their education process. Though I tried hard, in the past, I sometimes felt that some students were discouraged from their feedbacks. They believed that they had done their best during the process but couldn’t have 90 or 95 points from 100. These good performers in the group believed that low permorfers can endanger their task’s total quality. If we can manage to fight against this opinion, I believe that students will not compete with each others.
From the video I have learned that “It is crucial that assessment doesn’t discourage learners, but rather strengthens their commitment to learning. Assessment should encourage students to learn collaboratively and not encourage competition. It should also contribute to a collective conscience promoting the belief that we learn better in groups because we can overcome our difficulties more easily when we help one another.” So, from now on I will be more careful about effective participation, a good behaviour, the ideas the bring to the project, the way they organize the work, motivation, awareness, regulation their learning process, coping with the feedback from other group members etc. Moreoever, assessment should be brief, clear and timely in order to be able to connect observations with their tasks or activities. As a result of this, I need to keep regular records for students.
As for the third question, in our school each student gets two exam grades and also two oral exam grades. They also get two more grades from teachers and these grades depend on their studies and works throughout the semester for their classes. But not all the teachers give collaborative works or projects to students to assess them, which is not fair. But some teachers apply it and they take into accout the outcome of collaborative work performed by the students. From now on, I will be more careful about the assessment of students’ collaborative works.

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Assessment of collaborative is important and I don't think it encourages competition. Assessment should be also for learning - so, if we want to teach the students how to collaborate, we should assess their collaborative work.
The summative assessment of each student may take into account the learning outcomes related to collaborative work.

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For me assessment is always the worst part in education! Formative assessment can help the students to go on the right way if the feedback is brief and clear it can be really effective. Self-assessment is important so that students can think about how they are doing in their activities. Summative assessment is the hardest !

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Marina ,ItalyEvaluation in collaborative work

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Marina ,ItalyEvaluation in collaborative work

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I think that the teachers give the roles to the students it's easy to evaluate the contribute into the gropu to build the final products

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The assessment has to take into account the starting point of the students and the skills and knowledge they acquire throughout the learning process. If the evaluation parameters are defined with the students, they can understand how to manage and organize their own learning and what is expected of their performance.  Other important aspect to consider is the hetero-evaluation , when the students present the positive aspects and suggestions for improvement in the work of other colleagues.
When we evaluate the process and the product obtained with these strategies, we debate with the question of the evaluation of the exams that only takes into account the summative evaluation.
It is not easy to apply this methodology in years of examination, but I am sure that it is possible,  if we increase collaborative work and joint planning among the teachers who teach these levels of education.

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I think sometimes, if some students do not invest as much as others in collaborative work, and this is not reflected in the final assessment, this may cause some demotivation in the more workers. To avoid this situation, I can differentiate in the final evaluation who stood out the most in the investment made at work. But this method can be fallible because I can often get a wrong perception if I can not often observe the work dynamics of the group. On the other hand, by doing this, I can encourage competition between students when they know beforehand that they can have a superior evaluation of their peers. To avoid this, I assign a greater weight to the final evaluation of collaborative work. Before starting the work, I always let the students know the evaluation criteria and their weights. All types of evaluation are presented in grids, with well-defined parameters and with a very explicit quotation. Several moments of self-assessment and hetero-evaluation help to regulate the performance of group members. In my school collaborative work is considered in summative evaluation, when it occurs, which can happen only once a year.

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I find collaborative activities evaluation very useful, for the teachers and also students.

Nevertheless, the definition of an evaluation method itself is sometimes hard, but it should be constant and progressive. There are many aspect that should be taken care: the students age, the students number group, the existing tools, the programs of the subjects…

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In Pre-primary school, and especially in the cognitive field, there is no place for traditional forms of assessment; on the contrary, they have to be replaced by alternative ones, like:
A. the progress and results of work plans,

B. peer assessment of the team by the children themselves,

C. the child’s portfolio. (source ​Eyridice)
Assessment in kindergarten based on students' portfolio in which we capture evidence of students learning and development.For example, samples of students' work, video recordings and photos of an event, an activity, of free play, students' individual comments about a topic,  a questionnaire with parents' comments, suggestions and observations.

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I find it difficult to assess collaboartive work , especially when you have a big number of groups and work is done partly in class and partly at home. I don't encourage competion within the groups but I certainly try through self assessment grids and peer assessment to evaluate the individual amount of commitment.

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I have some difulty in assessment the colaborative work, because there are different students in different groups. This can be bad for some of the desmotivated students.
The sumative assessment in my schooltake into acount the learning outcomes.

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The formative assessment is  rarely related to collaborative work  in my school.
It is very difficult assess the collaborative work in a group, many students tend to be in charge to the leader of the group and collaborate only occasionally,
It is easier to assess the product of a group and compare it with the result of the other groups.

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The formative assessment I carry out is brief, direct and immediate, often through digital resources. Thus, I and the students get information about the lessons learned, which allows us to make corrections immediately.
In my school summative evaluation takes into account all the work developed by the students and they know from the beginning the weight of each element of evaluation.

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I have some difficulty in assessing students who work with these new pedagogical learning. It is difficult to assess fairly the work group and students also feel that. But my assessment of collaborative work encourages competition. Students like to feel the adrenaline of competition and view evaluation as the result of a game. For me, the best way to evaluate collaborative work is the self-assessmente of the work developed in the group and the evaluation of the groups among them.

Yes, the summative assessment of each student in my school/subject take into account the learning outcomes related to collaborative work (formative assessment).

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Assessment of collaborative work should not start competetion, although it happens, especially when the groups are etherogenous, the weaker students  feel  disadvataged in comparison to good learners.Competition could be avoided only if  grades were not so important for the students future academic career. However it would also help if competition would not exist among teachers, too.As for the kind of assessment I carry out I have to admit that I am not so good at preparing them as it  is pointed out in a very detaied way  in the  Co-Lab guidelines provided in the resource section of this course . I mean to say that the material I have read in this course and the advice given to me are very useful for me to improve my  daily work. Of course, I carry out formative assessment and summative assessment, and I personally take into account my students outcomes as well as more traditional forms of tests, However I realize that I have not used checklists and rubrics in the past, so now I have learnt the importance of this assessment tools and I will experiment them to improve this phase of students learning. I will also try to carry out self assessment "1?�1�C��

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Evaluating collaborative work is a rather difficult task and sometimes it tends to become a little bit encouraging in competition, but I tend to encourage some competition in the classroom as I try to make it as healthy as possible. The assessment of the collaborative work that I usually do is mostly based on the evaluation of peers and the evaluation of the final outcome of the process.

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Why not encourage competion between different groups working on the same topics rather than between members of the same group?
This can improve the results of each group

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On the basis of my experience I can say that, unfortunately, the summative assessment doesn't give enough value to collaborative work even if it plays a very a very important role in the learning process. We tend to evaluate oral or written performances related to the knowledge of the content , grammar accuracy, vocabulary and so on instead of considering also the ability to work in a team, to cooperate, respect ideas, give their contribution to solve problems.......

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“Assessment should encourage students to learn collaboratively and not encourage competition.”: True, but not always easy to do...

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Formative assessment is important and I used it in most of learning activities with my students with disabilities.But self-assessment I don`t use because I think it is not useful for them .They are young and think that whatever they worked is good.

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My students work much more motivated, engaged and interested when the work is in team and their assessment does not discourage them, it helps them to improve for the next work.
The sumative assessment in my school is based on two components: Education for Citizenship and Knowledge / Capabilities, and take into account collaborative work as group work (10%).

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I agree with John Dewey that defines  school a thumbnail  community. He argues that learning includes intellectual, emotional and social events. Experience  in my classes, says to me that in order to avoid the frustrations students have to share the indicators of the evaluation.

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No, it is only rarely that my evaluation of collaborative work discourages students ... because their collaborative work is often very satisfactory. Moreover, in my view it is not a fishery to encourage competition between groups. There is no harm in exploiting - with moderation - the positive and motivating side of the competition.
I believe that the advice offered by the video is ideal to avoid the discouragement of the students.
To some extent, yes, the summative evaluation of each student in my school and subject takes into account learning outcomes related to collaborative work (such as project work / results). Unfortunately this does not happen systematically, objectively so it is not reliable enough. And that's the problem with the assessment of collaboratve work. I hope the experts will give us answers to this

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My students work in group without problems and it seems they don't need my presence because they help each one need. We use Seesaw to share our

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My students

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“It is crucial that assessment doesn’t discourage learners, but rather strengthens their commitment to learning. Assessment should encourage students to learn collaboratively and not encourage competition. It should also contribute to a collective conscience promoting the belief that we learn better in groups because we can overcome our difficulties more easily when we help one another.”

Students like to help friends who have more difficulty. Easily self-assessment and are very objective in peer evaluation. They recognize their difficulties and the difficulties of their colleagues. From evaluates, they know they are evaluated. But in younger students (7, 8 years) is inevitable competition.

In my school, In the assessment intervene student and teacher. The student who does not know is not limited to being informed of the school results. You are asked for a self-assessment to know what you know and how you know and if the order of procedures to show what you know is the most correct. It is an important moment for the student. This, through reflection on what he knows and does not know, makes it possible for the teacher to reorient strategies for the acquisition of consistent knowledge.

ASSESSMENT PROCEDURES

The modalities of evaluation are: diagnostic, formative and summative.

1. The diagnostic evaluation is applied at the beginning of each school year or whenever it is considered important and aims at obtaining information capable of providing indications for the definition of strategies of pedagogical differentiation in order to overcome any difficulties of the students, facilitating their integration School and vocational guidance.

2. The formative assessment is continuous and systematic, and should be multifaceted in the use of information gathering instruments, taking into account the diversity of learning and the contexts in which they occur, with the aim of regulating the process of teaching learning.

Information gathering instruments are as follows:

. Tests

. Design works

. Experimental works

. Worksheets

. Oral participation

. Attitudes and values observation grids

3. Summative assessment:

It is done at the end of each term, translating the information gathered through the formative evaluation and translates a globalizing judgment about the learning done by the students;

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My students are encouraged when they learn collaboratively, do not compete. Work together for a common purpose. In the assessment the fedback  is brief, clear and timely. I use very simple and free digital tools. Periodically i do the  self- assessment. I use the digital tools SOCRATIVE and PLICKERS. Have direct effect on the learning process. Groups goals can be formulated using checlist. In my school the teachter do not count in summative assessment the collaborative work.

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I’m well aware that formative assessment is very important and I try to embed it in every learning activity using very simple techniques, I need it to give my students any scaffolding activity to guide them through the learning process.

About self- assessment I don’t think it’s useful for my students:  they are very young (primary school) and whenever I’ve tried to use it I’ve realized that students always believe they did everything perfectly (even if  it’s a mess!)

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I am sure that all kinds of learning activities must be assessed. Students need to know their strengths and weaknesses.  In my school summative assessment includes all types of work done by the students

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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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At our school we evaluate students in two domains, attitudinal and cognitive. Each of these domains is assigned a weight on the student's final grade. Within each of these domains we evaluate several parameters, most of them being defined by each disciplinary group and some are imposed by the government. These specific evaluation criteria are approved by the pedagogical council based on the general criteria defined by it. We think that the question that arises when they are defined is centered in the approximation of the same to the national means obtained in final exams than in the student and not in student. In the middle of any of the periods of study we prepare a mid-term evaluation of each student that is made known to the parents. At the end of each term, each student does his self-assessment. The assessment we made nor discourages students nor encourages competition however there are students who by their nature are competitive and this is revealed in the type of work they develop so the competition does not result from evaluation but from the fact that they want to have the best grade that guarantees them access to higher education (we are talking only about students who attend regular courses).

We believe that we perform a brief, clear and timely evaluation.

We also perform formative, diagnostic and summative assessment and give feedback timely to the students. We observe e take note during the process in order to assign an individual classification to the student that “measures” what he has learned.

As we have not yet worked collaboratively between ourselves and the students, as we have already mentioned, this situation is not taken into account in the evaluation. The realization of projects in our school is carried out in the free time of the teachers and students.

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What I find difficult to see in my students is that a majority of them listen to the feedback you give them during a project or after having done a test but don't actually do something with the feedback. Lack of motivation? Not aware of the importance? Not used to regulate their own learning process?
I also noticed that while working in groups not all students are able to cope with the feedback they get from other group members. Rather than learning from the feedback they feel 'attacked' and start defending themselves. At times a situation is created where students start working individually instead of collaborating.
At this moment the summative assessment in our school for my subject is based on the curriculum. In other subjects collaborative learning is taken into account. Next year I will start a project together with a colleague hoping to encourage collaborative learning. I hope to be able to incorporate all mentioned forms of assessment.

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I think that assessment can be a frightening word for students. They don't like to be assessed and to do test! Personally, I think that assessment during collaborative work is  a little bit difficult because you have to cope with with several different aspects. I usually do summative assessment because our school system requires it!

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I think that my role as a teacher when assessing students is mainly that I should give feedback / assess work in a way that encourages students to work on (which is hard enough). I also have realized that some colleagues reduce assessment to tests.

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I believe that introducing the address book in class and share it with the students can be a useful tool for evaluating collaborative learning and concretely help them improve their practices in group activities because it provides an objective feedback

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Collaborative assessment is quite engaging for teachers, as students collaborate in groups in a very different way. The use of rubric can be useful. We can consider asking students for feedback and including some of their ideas to the rubric.
This kind of assessment can help students develop the skills they need to succeed in doing group activities.

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For me, assessment really has to focus its attention on the progress of students, for this it is very important to perform self-assessment, peer assessment and, of course, the final evaluation of the teacher who must be constructive, so as to be able lead the student to do better.
By putting my students to work self-assessing and peer assessing puts me in a problem right now as the school's evaluation criteria assign a higher percentage of value to written tests. For me what has to change is the way it is instilled in students that taking a test is more important than working collaboratively with others.

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Assessment is the most interesting point to me... this video gives important suggestions on how to assess students' work

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Collaborative learning involves multiple skills and is not limited to assessing the curriculum content that normally leads to competition.
In collaborative learning we must also evaluate other skills, such as the ability to interact, to relate, to communicate and to collaborate among them ...
Thus, we must ensure that we have tools to assess the various stages of collaborative learning.
In my collaborative work classes, I try to apply different evaluation tools at different points in the process and always involve the students in the evaluation process.
When the goal is to realize an end product, we do not only evaluate the final product, but also the construction process. We must create several evaluation moments, using objective criteria and perfectly identified by the students so that the evaluation (self and peer-evaluation) is understood as formative and can lead to a better learning.

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Teachers should provide a large number of assessments, especially formative and self-assessment, to provide students a greater involvement and responsibility in order to avoid their discouragement.
In my school summative assessment includes all types of work done by the students, but in general the evaluation is most of the time about the final product and not the construction process of it.

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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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I think the evaluation of collaborative work sometimes discourages bad students and encourages competition in good students. However, evaluation should be useful for students to self-regulate their learning process.
It is also important that assessment helps students recognize the benefits of collaborative work and that together they learn more and better.
I agree that the evaluation should be brief, clear and timely.
I use formative assessment more regularly than self-assessment and peer evaluation. It's something I have to change.

Google Translation

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I think that it is so important to use assessment as a means of encouragement to help students do better.  I try to be clear and immediate when I share my considerations with my class.  Unfortunately, the emphasis is still on summative assessment in many schools as we are obliged to put marks on registers.  I am trying to help my students and myself develop confidence with various digital tools to present their work and this extra indication of their creativity is now a component in the assessment process.

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I think a good assessment always encourages students but I also think that sometimes it encourages competition. It depends on the students and the teacher has a key role here discouranging this behaviours. In my school, the summative assessment take into account the learning outcomes related to collaborative work but sometimes teachers don't use it.

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Assessing the student's work is very important, but it can not just be assessing the degree. The student must receive information about what he did well and on what should still work. Then there is a chance that he wants to work on, knowing that he has a chance, and knowing how. The assessment should therefore be constructive and motivating to continue to work, even if it is initially low.

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Indeed for me assessing is the biggest difficulty concerning group work. Perhaps once it becomes a general practice it will become easier but for the time being I can’t help fearing being unfair in some way. Right from the beginning it is difficult to create relatively heterogeneous groups. Almost always there are students who would rather work alone because their main concern is having good marks and they fear their colleagues may be a setback.  Also, on the other hand some students may try to work as little as possible and benefit from the work of others. This may in fact discourage teachers from using collaborative work. So I think this is the ongoing challenge regarding collaborative learning, the pupils are still learning to take responsibility for their team work and the teachers are trying to find the best way to assess their work fairly. But we must consider the choice of assessment model according to each project or task. Professor Luís Valente gives us examples of rubrics and checklists, pointing out that they are important because they are very clear instruments for assessment, flexible and effective for self- and peer-assessment. He reminds us that the checklists can be very useful and the simpler they are, the higher their value.

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In my opinion the assessment of collaborative work can sometimes discourage students or encourage competition. One suggestion would be to make several assessments throughout the various phases of the work. In this way, students would have the possibility to evolve and improve.

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In my school, this year we are starting with a new project that involves new methods and tools to assess learning outcomes, especially with collaborative work; it's new for us, but we believe it is essential to change teaching methods to enhance students' learning. Thanks to this course for the very precious tools!!

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I believe it is our role as teachers to make assessment significant and valuable to our students, helping them regulate their work as individuals and as group.

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Assessment of collaborative work is a very difficult thing to do if we want to encourage collaboration.
Beside, I was thought in a competition classroom where we needed to be the best. An, in some extend, this is happening all over the classes nowadays. For parents what really matters are the results their children get in the exams (summative assessment), because that is what students need to enroll a course in the university.
I believe that we can change, but this will take a very long way.

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PORTUGAL
In my case the summative evaluation takes into account the collaborative work. it was defined by the department, all the teachers in my area have to evaluate the collaboration, respect for the colleague ... in addition to the evaluation of the project work itself.

Regarding the encouragement of the students, it depends on the group and the students, there are students who like competition and in this case encourages, but if the difference is too great not encourages, other students do not care about the evaluation.

I believe that the evaluation I perform is clear and brief, it is always done through tables and the learners know the criteria and their score, however after the video I realized that my evaluation does not take into account the motivation to learn in collaboration but for learn in competition And I also do not  promote understanding of the evolution of learning, and may be i am discouraging the students, without realizing it. ������������0��3��>

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I think that my assessment of collaborative work doesn´t encourage a competition inside the group as they are aware of a common output the students are to create. When I assess collaborative work and use summative assessment, I grade all the students in the group, mostly by the same grade.

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The assesment of collaborative work is not easy to do. I think it is important to use all kinds of assesstement especially formative and self-assessment to avoid discouraging students or encouraging competition.

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Collaborative work assessment does not encourage competition but teach the students to learn better  because they help one another and overcame difficulties. Some teachers at the summative assessment , sometimes, don´t take into account the learning outcomes related to collaborative work because they only assess the individual work this happened because they had no training in this issue.

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Sometimes both these situations arise. There are students with low self-efficacy and self-esteem who do not like being assessed. Therefore, these kind of students tend to engage more in collaborative learning activities. Perhaps, there is the view that they can hide themselves but eventually their work is great both in quality and in quantity. Discouragement may be noticed only when students preserve a strict and formal assessing procedure and consequently they do not want either to assess or to be assessed. As far as the competition is concerned, that depends on the students and the groups. The most important is to ensure students that through assessment we can improve our work and ourselves in general.
Like immediate feedback, assessment should be brief, clear and timely in order the students to be able to connect these observations with their task or activity. The best way to do so, is to keep a record for each student immediately, during and after the completion of the activity. As for the summative assessment, even though it should take into consideration the collaborative work, however, it does not always happen, as it depends on the tutor.

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I'm actually not very good at assessing collaborative work. Thanks to this and other courses I've started to use self assessment and peer assessment so that students can realize what their strong or weak aspects are. About summative assessment in my subject takes into account all the learning outcomes related both to individual and to collaborative works such as all the activities the sts carry out in school projects and etwinning projects.

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On the Collaborative Teaching and Learning course, I have  receive advice as well as concrete suggestions about how to carry out collaborative teaching and learning.I think it is important to evaluate the individual results and the collective ones.However, considering we are seeking to develop collaborative learning scenarios, the emphasis should be put on assessing what leads to the development of team work skills and the results or knowledge achieved by thegroup, much more than evaluating individual successes.I think that using  tools like rubric and checklist for self-assessment, proposed in the Guidelines CO-Lab to evaluate the collaborative learning in the classroom, is valuable way to avoid a competition between students. Indeed the use of rubrics is a speedy and interesting way to collect information on progress in learning and provide feedback to stakeholders.The checklist gives the students themselves and other stakeholders (classmates and teachers) a clear idea about their work in a team, to play their role, know and understand the role of other, assess their contribution and that of peers.

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Collaborative learning assessment encourages students and responsabilizes them in the learning process.

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

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My students are highly competitive and prefer working alone to collaboratively; and it gets more prominent when it come to assessing the work done. I try to 'flip' this  cause I strongly believe that assessing and being assessed is a process of getting to know oneself as a part in the whole and become more sufficient, better in collaboration.

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After the video and a glance of  resource section, we discuss between us the type of assessment we do of our students. The questions that are putted are crucial and the information very useful. We agree that assessment help students to take responsibility of their own learning and may  promote collective conscience of the benefits of helping each other. Competition is not always negative and can motivate students if is positive.

We appreciate the distinction between types of assessment and the value that is given to feedback. In fact is very important that a  diplomatic,  brief  , clear and timely feedback  can be given to the students.

The rubrics are fantastic tools and the idea of involve students in its construction is very good. To finish this post we want to tell that checklists, simple, short and easy to use can also help teacher work and learning activities

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What I've been experiencing with my class is that assessement contributes to a better self understanding of each

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In my class (Physical Education) I don´t think that the assessment of collaborative work discourages students.
Competition sometimes motivate students, especially in collaborative work. If we build team spirit, collaboration will improve, as will the results.
In every lessons I propose collaborative work and everyone has to participate and share responsabilities. The students like to do collaborative work and they help each other because their work's results depends on everyone.
In my class the summative assessment take into account the collaborative work.

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I think assessment of collaborative work and assessment of learning are two different but integrating aspects of assessment. Moreover, the former includes product assessment. In the former, as every group member is to take responsibility throughout the whole process, we should guide students in self-assessment, assessment of group working process, evaluation of weaknesses and strong features. The product assessment should be also based on peer reviewing other groups' works. Assessment of learning concerns individual assessment of knowledge and self-consciousness of meaningfulness of what we did together and of what I l(earn)ed!

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I think it is very important that we have formative assessment built in to collaborative learning, this can come from the teacher, the student themselves or the peers. There are three actors in the formative assessment process and a number of different processes that can help. We need to develop success criteria with the students at the out set of the work and share these and be willing to adapt them and add to them if the collaborative learning is over a few weeks. This encourages self-assessment and aids peer assessment. We need to be able to engineer rich classroom and group discussions so that learners can build on their understanding in their groups. This may happen organically but I find the teacher must play a role here also.We must model and teach assessment and feedback practices. Yes I do think it is very NB to assess both formatively and for summative purposes. I think portfolios and presentations can be very powerful in bringing together learning from many diverse parts of a collaborative learning process.

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In my point of view, assessment of collaborative work encourages pupils to be better in their work because they know that their partners will talk about how they worked in the group. This does not happen always, but quite a lot. So I can say that is a good competition between pupils.

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It depends on the effectiveness of the teacher's message given to the students. Define clear goals based on their collaborative work and not only on their performance. The harmonious group work must be encouraged as a goal in itself and for students that should be clear. Teacher summative assessment must include their way of dealing with each other and their capacity of overcome relationship obstacles.

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In my opinion Competiion is not totally negative,as long as it stimulates the desire to do well, to participate and to improve their participation.

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it encourages students, it is the better method

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In collaborative work I usually encourage student and use formative assessment.
In  summative assessment of each student in my school it is not taken into account the learning outcomes related to collaborative work.

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In my view the major obstacle in the assessment of collaborative work comes from the most performing students who often express their worries that working with a low performance student might endanger their final classification. Once this obstacle is cleared, I don't think that collaborative work encourages competition, especially if the learning activities are planned in order to require the students to share responsibility and for their work to be interdependent. In this way, students are encouraged to work together to obtain the best possible assessment. From my experience with collaborative work, which is not much since we're just starting, I think the best tip I'd offer to others is that the success of any collaborative learning activity is in the careful planning, making sure the activity is designed in a way that leads the students to acquire all the skills that collaborative work has to offer. Finally, yes, the summative assessment we perform at our school takes into account the outcome of all collaborative work performed by the students and they are aware of the way this outcome is included and contributes to their final assessment.

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When I use group work in my class I use  formative and self-assessment. I think its encourages them. Also I use summative assessment (tests).

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In my classes I usually use four modes of assessement: the diagnostic, formative, summative and self-assessement. I believe that the most important are undoubtedly the diagnostic and the formative, however to formalize a final assessement it is important to carry out moments of summative evaluation. Self-assessment is without major doubt, however we need to instill and clarify to students what is meant by it, otherwise feedback does not correspond to reality at all.

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I basically use the FORMATIVE ASSESMENT, because it is one that has a controlling function and is carried out throughout the academic period, in order to verify if the students are achieving the objectives.
It is through tis assessment that the student becomes aware of this mistakes and correctness and finds stimulation for the next phase of the programming. This assessment is guiding, is motivating because it avoids the tensions caused by evaluations.

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The assesment of collaborative work is not easy to do.I think it is important to use all kinds of assesstement especially formative and self-assessment to avoid discouraging students or encouraging competition