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How can we assess collaborative learning?

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How can we assess collaborative learning?

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The guide
1. Formative assessment is often called Assessment for Learning as it can help students understand what they can do to improve.

It is essentially diagnostic testing and it can be formal or informal, as students do not necessarily need to receive a grade for the learning activity. The main aim is to provide both student and teacher with valuable feedback. This will enable them to keep track of the student's progress.

Formative assessment also helps teachers to improve their teaching strategies as it informs them about the efficacy of their teaching and shows whether the students have mastered a concept or they still need to work on it.

2. Self-assessment is a form of Assessment as Learning because it involves students in the assessing and monitoring of their own learning process. It basically focuses on individuals and their commitment, motivation, engagement in teamwork as well as their ability to achieve personal goals. By reflecting on their learning, students become aware of their weaknesses and strengths and can better focus their efforts for improvement. It is important to teach students how to self-assess, as for many it is difficult to assess their own skills and knowledge.

3. ​Summative assessment refers to the Assessment of the Learning. It aims to provide a formal academic record of students’ learning progress and to establish proficiency levels. It measures the levels of knowledge gained by students over a specific period of time and results in a grade.

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tools

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What are rubrics?

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). The use of rubrics is a quick and effective way of collecting information on students’ learning and can be used to provide feedback to stakeholders. Rubrics are very useful as they are flexible and effective for both self- and peer assessment.

Teachers can also use them to give formative feedback if the descriptors are sufficiently clear and objective. Goodrich (1996) states that "rubrics can improve student performance, as well as monitor it, by making teachers' expectations clear and by showing students how to meet these expectations".

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Dotstorming
pearltrees
titanpad
ibrainstorm
emaze
google suite
genially
molasync - provides collaborative space using lots of tools

GoConqr
Coggle
Colorillo to draw together
Upwave
Mystery Skype
bubbl.us
Triventy-collaborative quizzes
Sway
Sutori
flockdraw
meetingwords
cute cut
storyboard that
scrumy
talkboard

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Work Collaborative
Igroup
Personalization
Flipped
Art and music

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Resources
Tips
PBL role description

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Unesco's definition of collaborative learning can help us consider certain aspects when planning collaborative activities.

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Unesco's definition of collaborative learning can help us consider certain aspects when planning collaborative activities.

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Collaborative Learning is a process through which learners at various performance levels work together in small groups toward a common goal.

It is a learner-centred approach derived from social learning theories as well as the socio-constructivist perspective on learning.

Collaborative learning is a relationship among learners that fosters positive interdependence, individual accountability, and interpersonal skills.

For collaborative learning to be effective, teaching must be viewed as a process of developing students’ ability to learn. The teacher’s role is not to transmit information, but to serve as a facilitator for learning. This involves creating and managing meaningful learning experiences and stimulating learners’ thinking through real-world problems.

The task must be clearly defined and be guided by specific objectives.

Sometimes cooperative and collaborative learning are used interchangeably but cooperative work usually involves dividing work among the team members, whilst collaborative work means all team members tackle the problems together in a coordinated effort.

In a nutshell, this is what we should have in mind when setting up collaborative work in the classroom.

Small groups must have a common goal

Positive interdependence, individual accountability, and interpersonal skills are fostered

Students' ability to learn is developed

A learner-centred approach is promoted and the teacher is a learning facilitator

Real-world problems stimulate learners' thinking through meaningful learning experiences

Tasks are clearly defined with specific objectives

All team members should tackle the problem together

Learning activities should be designed so as to possibly integrate such skills.

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Module 4: How can teacher collaboration facilitate collaborative learning? 

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Module 4: How can teacher collaboration facilitate collaborative learning? 

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Assigning roles in groupwork

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CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom (Luis Valente, University of Minho)
Collaboration and Assessment: Theory and Practice (Luis Valente, University of Minho)

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Diagnostic assessment:

Although it is possible to use any tool to make a diagnostic assessment, it is important to opt for

simple, clear and fast to use tools and, preferably, tools that can cover the aspects we are planning to use more in the future. For this purpose it seems

appropriate to use a rubric covering the following

four dimensions:

-factual (facts, events),

-conceptual (concepts, ideas),

-procedural (how to do),

-meta-cognitive (explanations).
Peer assessment:

Asking students to give a public opinion about the work of their peers involves being responsible, and

complying with the clearly specified criteria and use of qualitative scales or equivalent levels of

proficiency.

easily

be transferred to other learning contexts.
A percentage value can be assigned to these assessment dimensions and descriptors established in

order to help us to quantify the weight of each of these indicators in the whole assessment. For

example, we want to pay attention to the assertiveness of their interventions, as well as the quality

and relevance of their questions and answers. So, we can consider:

-

their ability to negotiate,

-

their ability to persuade others,

-

their ability to integrate

ideas from others, including different or contrary ideas.

We can give value to:

-

their respect of unusual viewpoints or inventive ideas

-

their originality

-

their individual handicaps

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The 7 phases are Dream, Explore, Map, Make,

Ask, Remake and Show. In the first phase “Dream”, students can brainstorm,

think freely and

share ideas. In the “Explore” phase, students collect information on a certain topic. In the

“Map” phase, they structure their thoughts and ideas and seek to understand how they are

related. In the “Make” phase, students develop or create

a product or practice an activity.

One possible activity for students in the “Ask” phase is to interview experts and

stakeholders. In the “Remake” phase students replan or revisit their product, on the basis of

the feedback or further information they received. In the last phase “Show”, students

publish and present the results of their work.

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Module 3: How can you assess collaborative learning? 

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Module 3: How can you assess collaborative learning? 

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When I ask students to peer review one or more digital products made by other students or

small teams, I prefer to set up groups in order to ensure objectivity and

freedom of judgement.

I think it is better to pair

classmates who don't know each other well or to use a

random name picker tool which

automatically teams them up, like the one you can see here

(http://www.classtools.net/random-name-picke /64_42Jcc2)

Or here:

http://www.miniwebtool. com/random-name picker/
What to assess: the emphasis should be put

on assessing the development of team work skills and the results achieved by the group, much more than evaluating individual successes.
How to assess: If

our goal is to provide information to the learners about their progress, we ne

ed instruments to

collect information that we can display in the shape of scales, trend lines or graphics. Here our choice of instruments include Likert scales, checklists, rubrics and quizzes with detailed feedback. When the purpose of the assessment is to provide further information

to the teacher

for example, using info

graphics, mind maps, portfolios, blogs or multimedia presentations

can be appropriate options.
Constructing rubrics: 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. The first is that as noted by the researcher Brookhart, the biggest mistake tea

chers make

when using rubrics is that they focus on the task or product, and not the learning outcome or

proficiency the task is supposed to get students to demonstrate. Therefore

,

when constructing

a

rubric make sure your criteria is based on characterist

ics of the learning outcome, and not of the task

itself. Another tip is that involving

students in the design of rubrics is really effective. When students

are involved in defining the criteria and identifying quality descriptors

,

they are much more able t

o

understand and identify with the assessment objectives.

A detailed step

-

by

-

step process on

strategies involving students in rubric design is provided in the CO

-

LAB Assessment Guidelines.
Using checklists: Checklists

help

us to identify

flaws of

attention, memory and accuracy. Before starting to build a checklist, we need to d

efine its purpose and to bear in mind that it should

be as short as possible. The ideal is to have between five and

ten

items,

which is

within the

limitations of our working memory.

The wording should

be simple, accurate and belong to the

common lexicon of

context. The layout

should

have a sober typography, with appropriate use of

case,

be

easy to read,

and ideally occupy

no more than one page.

Finally, it

should be of quick

application.

Make sure you check out the example checklists for students to use to

assess their own

and their peer’s collaborative skills, provided in the CO

-

LAB Assessment Guidelines available in the

resource section of this module.

The specific rubric and checklists referred to in this video were

designed in relation to the CO

-

LAB sce

nario ‘Collaborative work

–

Towards a Healthy City’

–

available

in Module 2’s resource section.

Please note

however

that these tools have been designed to be

easily adaptable, so

that you can also use them in re

lation to

all the

CO

-

LAB Scenarios

as well as any

new collaborative learning scenario you design yourself. This means that you can tailor the

assessment

tools to suit your own specific teaching and learning context.

We hope you find them

useful

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Module 2: How can you design collaborative learning in the classroom? 

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Module 2: How can you design collaborative learning in the classroom? 

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CLD Collaboration Rubric:
Code 1: I know that learning activity that you have designed

requires the students predominantly to work alone.
Code 2: students are

required to work in pairs or groups, they have shared responsibility but they may have not shared responsibility.
Code 3: they have shared responsibility, but they arent' making substantive

decisions.
Code 4: I know students are working in

groups, they have shared responsibilities but they do not make the substantive decisions. If they do

make substantive decisions, but their work is not interdependent.
Code 5: it means students are working in pairs or groups, they have shared

responsibility, they are making substantive decisions and their work is interdependent.

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CCL GUIDE: LEARNING STORY COLLABORATION - What is the collaboration learning model and how to use it?

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Module 1: 1.2 Collaborative learning in a flexible classroom

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Module 1: 1.2 Collaborative learning in a flexible classroom

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Establish Group Agreements

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Module 1: What is collaborative learning? 

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Module 1: What is collaborative learning? 

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Collaborative Learning is a process through which learners at

various performance levels

work together in

small groups

toward a

common goal.

It is a

learner

-

centred approach

derived from social learning theories as well as the socio

-

constructivist perspective on

learning. Collaborative learning is a relationship amo

ng learners that fosters

positive

interdependence, individual accountability,

and

interpersonal skills.

For collaborative

learning to be effective, teaching must be viewed as a process

of

developing students’

ability to learn.

The

teacher

’s role is not to transmit information, but to serve as

a facilitator

for learning.

This involves creating and managing meaningful learning experiences and

stimulating learners’ thinking through

real

-

world problems

. The task must be

clearly

defined

and be

guided by specific objectives.

Sometimes cooperative and collaborative

learning are used interchangeably but cooperative work usually involves dividing work

among the team members, whilst collaborative work means

all

team members tackle the

problems togeth

er i

n a coordinated effort.

According to

research reviews,

collaborative learning enhances:

•

Academic achievement

•

Student attitudes (e.g. openness to diversity)

•

Student engagement

•

Student retention

(Prince, P. 2004;

Davidson & Howell Major 2014

)

Moreover,

c

ollaborative learning contributes to the development of specific skills

,

including:

•

Leadership competences

•

Self

-

evaluation

•

Listening skills

•

Presentation skills

•

Skills of persuasion & negotiation

•

Team working skills

(Jacques & Salmon, 2007)

You can access t

hese

references and

articles in the resource section of this module.

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Hi! I am Lia from Italy. I am an English teacher at Primary School. Since 2009 I am an eTwinning Ambassador and since 2015 an Erasmus Plus assessor. I am the European project coordinator in my School and collaboration is very relevant to the School success. I find technology very important and helpful to team work.