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I have always evaluated the way each student improves his learning. I haven't tried the tools mentioned

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I agree with Anna and its approaches, but not at all. I think that students can choose their mates to work with  and they will feel more confortable if they work with those mates that they think they will work better, but I think that it is very important that students work with other different students and they will also learn a lot. In our proffessional life, we have to work with a lot of mates and we are not always happy with our colleagues, So I think that if our students should work with all their mates, they will learn some social skills and they will learn a lot from those good and bad experiences. Moreover, in the peer assessment, we, as teachers, should get that our students do their best in order to be objective when they are doing their peer assessment. Probably at the beginning it will be more difficult for our students to be objective, but if they really take on a commitment with the project and their mates, they will be able to be objective with their best friends since they will understand that this is the best for their friends' learning.

Personally, I think that digital tools facilitate assessment very much since they make teachers not need so much time and the assement mustn't be during the lesson but at any time. Moreover, digital tools record students' learning development and students can be conscious of their learning. The most important thing is that students should be aware of assessment as a way of improving their learning and not as a way of punishment.

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I agree with differentiated approaches used by Anna. Students must be granted autonomy but it is also important to ensure the objectivity and provide the students with goal specific tools.

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I agree with differentiated approaches used by Anna. Students must be granted autonomy but it is also important to ensure the objectivity and provide the students with goal specific tools.

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I agree with Anna's aprroaches. I've already used some of the digital tools she mentions such as Tackks, Paddlets, Google Drive, etc.

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It is important for me, as Anna does, to leave to the students the possibility to choose their partners in a group. I used some of the tools mentioned by Anna such as Edmodo and padlet, my students are really involved.

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The approach on Anna´s video seems amazing. My experience with work groups uses a different approach but is in the same spirit.
I have a robotics club and students with different levels of expertise. Some are in the club from tree years now and some started a few monts ago, I divide de students randomly but by levels of expertise. In this way all groups will have students from each level and they learn basics from each other.
We use tools like google forms, padlet, tacks. Each team up, titanpad, Twidla, according to each team preferences.
The projects done by each team presents a deeper learning result.

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I agree with the two approaches presented in the video. They serve differents objectives.
About the digital tools, I never used the examples given in the video. I've already used sensors and simulators in the computer, smartphone and tablet.

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In the collaborative work I prefer that the teacher make the choice of the group trying to be heterogeneous so that the students with more abilities help the weak ones. Some of the tools I've used, others I've learned right now and I find it quite interesting.

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I agree with the different approaches presented in the video by Professor Anna.
I have already done some evaluations in pairs or in larger groups but with the same principle presented.

I believe that the empathy factor among the elements that make up the group is a facilitator for the development of the work that needs to be done.

I am of the opinion of a random selection for peer evaluation, makes the process more interesting and rich without prejudice to the evaluation.

Some of my colleagues have some experience with the aforementioned tools and other digital tools, and others are not even now sharing these practices among colleagues, but I agree that they are very facilitative and useful.

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Mariana Tomás, Portugal                                                                    I think Anna's method is good because students are free to choose their partners. So the collaborative learning is more sucessful

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Mariana Tomás, Portugal                                                                    I think Anna's method is good because students are free to choose their partners. So the collaborative learning is more sucessful

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I think Anna's lessons are very well planned and I also like that she uses many ICT tools to assess her students' knowledge.

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I agree with the options made by Anna because it’s important having moments for students to choose with whom they are going to work and moments they must work with others students chosen in a random way. I usually use Edmodo with the all class and Google Forms for different activities.

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Assessment is very important for students, and they need to understand and be an important part in the process. Let them decide some parts of the process is also making them more responsable for the process, and therefore an incouragement of being assertive in the feedback provided by them. Usually I use moodle platform assessment tools, such as comments in forum, glossary, wiki and database activities, as peer reviewing.

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I like Anna's methods very much. It is much better to let students choose their partners to do team work but to gain objectivity and constructive feedback it is much better to organise it randomly.
I used some of the IT tools mentioned by Ann and hope to use the others because I am convinced about their helpful role in our classroom environment. Our students appreciate this kind of activities because they are much younger and treat them as common tool which they are familiar with.

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I agree with Anna's different approaches because for an assessment to be effective and objective it needs to be sincere and constructive. If the elements of the group have affinities between them this assessment is more difficult.
As for the tools I am aware of them and I think they are effective and give great feedback

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If students are younger, for instance 9-12, I believe that it will be more appropriate to create and use matching games to make groups. They will enjoy even in the process of making a group. And some young learners can be merciless toward others and they can easily tell that they do not want to work with one of his/her friends. Sometimes, you also need to bear in mind that if groups become like a melting pot (students with different skills), the activities will achieve the objectives. If the students are 15-19, I believe that it is more appropriate to leave them free to create their own groups. Because, at these ages some students need to prove themselves and the others that they are grown up and they can make their choices :)) Of course, again if they always choose working with the same students, we need to use different techniques to create different groups. Anna mentioned in the video about a lot of tools from Edmodo to Google Forms and I tried using some of them beforehand with my students. I used Edmodo, Prezi and Glogster and students enjoyed a lot. The only problem is that I have too many students in the school and these collaborative works creates work load density  for me; but not a big deal. After all, I am a teacher. I know it is not easy but I love my job.

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I also use my blog to have the students interact and read each other comments in order to get ideas or check themselves. This is useful especially for the weacker students. I took note of all the tools Anna is using, some of them are new to me and I'd like to try them. Thanks!

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Anna giving their students the freedom to make their own decisions is a very good expericence in assessing collaborative learning.

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When I make groups of students I also leave them to decide. Usually they became more responsable with their work and with their decisions.
For colaborative work assessement I use google forms, kahoot and sometimes padlet.

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Anna explains her experience of assessing collaborative learning and presented a lot of usefull tools to work. It's a very interesting projet, because she gives to their students the freedom to make their own decisions.

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I agree with Anna. when students assess, they must be objective and it is better to review peers which are in different groups and are not their friends. I have used some of the apps Anna mentioned. I set up my virtual classes with edmodo , padlet where students write their opinions. I also use AllForRubrics for rubric creation. I use my edmodo acount for this app so i import all my students' accounts

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I agree with Anna and I prefer to set up groups in order to ensure objectivity and freedom of judgement, so I leave students free to decide their group mates and decide the member's role. I never used a random picking tool to help me in students peer assessment I really like it and I'm sure I will try it! I use Edmodo to flip my classroom and assessing my students work, padlet and google forms and there are great tools.

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As Anna mentioned I often leave my pupils free to decide who they would like to work with and help each team to set up members’ role because I believe that good collaboration starts even from this very beginning. I also agree with her about the random picking of peer reviewers and when it comes for evaluation concerning the collaborative work and results I use padlets, googleforms, kahoot and answergardens.

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I completely agree with Anna's different approaches. When my students are free to decide who they want to work with, they become more responsible during work. I think the use of a random name picking tool encourages students to be more responsibles, assertives and impartials in assessing their peers. In working groups and in formative assessment I have already used Socrative and Padlet. I learned how to use many others digital tools - Kahoot, QR codes, Google Forms, Tackk, Edmodo, for example – but I have not yet used them in this context of collaborative work. I intend to explore other digital tools and take advantage of their potential as teaching tools as well I intend to become more engaged in the collaborative learning process.

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I also think it is better to pair classmates who don't know each other very well or to use a random name picker tool which automatically teams them up for ensuring objectivity of the peer assessment (I usualy use TeamUp). However, sometimes, for establishing the groups for a collaborative work I don't let the students choose the team members but I randomly team them up or I use different other criteria for establishing the groups (it depends on the aim of the gorup work).

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I prefer to create the groups myself, because I know my students and I try to ensure to each group a well balanced number of students. About the evaluation, since my students are very young they still have to learn to be objective, I try to do peer assessment about very small tasks, but I still have a lot of work to do.
I  cannot say that I use to do collaborative work in my classes, I'm still learning, anyway I already use some digital tools: Padlet (when we are putting together individual works), Tackk (I've created some pages where my students can find games created to review lessons, expecially vocabulary), Kahoot and Quizizz (I always use these tools for formative assessment), Google forms (to evaluate eTwinning projects) and some others.

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Peer review is effective . It is important that students are enrolled in assessment. From this assessment they are also learning and improve many skills.
Anna presented a lot of usefull tools to work in collaborative project and some are also adequate to assess too.

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Anna provides very interesting tool suggestions that put students to evaluate and give feedback on their pears' presentations, enabling constructive feedback. I have never put these tools into practice but I will use them briefly.
I understood that my concern for summative assessment is shared by Anna. In this way sharing more concerns lead us to realize that we are not alone and that it is necessary more moments of reflection on these aspects.

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Anna's methods, tools and way of teaching are extremely interesting. Students take responsibiliy for their own learning. If a teacher teaches that way I believe make students see knowledge under a different prism and they can really appreciate assesment for and not of learning

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Anna explains her experience of assessing collaborative learning with 14-19 year olds through a project-based approach, particularly focusing on peer reviews. She explains various digital tools she uses to set up collaborative learning as well as assess it. She explains the challenges she has faced and offers some solutions and related questions for reflection.

I agree with her. I usually work with classical took such as word, powerpoint, excel, but also with other tools like plickers, socrative and kahoot ...

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I believe that the benefits of collaborative learning are multiple and teachers should learn from each other, get ideas and inspiration, experiment and use various web tools to facilitate  collaboration  and evaluation among students. Tackk, Padlet, Kahoot and Google forms are tools I use with my students quite often but I would definitely like to try the ones suggested which I am not familiar with.

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Anna's project is very interesting. I think she is doing a very good job and is a good example as a teacher.
Normally, I also let students choose who they want to work with. But peer evaluation is done in the group itself. I believe that the way Anna uses can bring more objectivity.

Of the collaborative work tools mentioned by Anna, I know Padlets and Google forms and I also use Google sites and Google Drive. I also usually use Kahoot and Geogebra in the classroom.

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I agree with Anna's approach when she gives her students the freedom to decide who they want to work with and the role of each in the group. In this way they will feel more involved and responsible for their learning.

I implement collaborative work in my classes. Students like to work in groups, particularly in the mentoring scheme, where the most qualified help those who show difficulties and take responsibility for their learning.

Peer reviews are also a great way to ensure peer feedback. The guarantor of impartiality lies in the random choice of names. What I have not done yet, but I think I will start applying for a job that I will soon develop. In formative evaluation I have used Kahoot, Socrative and Padlet as digital tools.

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I really believe that peer review it's very important. I like very must the instructions presented to the students. I like too the freedom that students have to decide who they like to work and the teams member's role. I use google forms to make peer reviews with my students. It helps them to think and make peer assessment with some rules and objectives. It is a good tool to avoid problems when students have difficult to face colleagues.

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I don't think leaving students free to decide joining which group etc.Because students can favor their close friends and some students cannot become eager to work with other students who cannot be aware of group responsibility etc.Using name picking tool while peer assessment session seems to work efficiently. I have been using Edmodo and Padlet for 2 years and they are just very promising for collaboration in the classes.

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I agree with Anna in leaving students free to choose their partner to work with in the group and to decide the member’s role. I do not use so much self assessment as Anna shows in her video, But now I understand that it is a good practice which I have to implement. I have never used the random name picking tool because I did not know this tool but I will experimnt it in the class; I agree with the importance of making sure that objective peer assessement occurs because it encourages constructive feed back among peers. Anna seems to be a very creative teacher as she uses lots of variuos activities and tools ; I know most of them and I use most of these tools too in my class, because they facilitate communication and collaboration among students but also these tools let students to have their portfolio, so they can get a documentation of their work, which is a tangible way to show  to themselves and others what they have learned through the years.

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I teach in a Primary school, my students are 10 years old. I prefer to chose the members of each group, but I change them every time.
I chose to have peer assessment raising hand and discussing together the "marks".

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In my collaborative work experience, sometimes, after having set out the basic criteria for the composition of the groups, I let the students free to join in working groups, in most cases, I made a random selection of group members . However, when we do an evaluation , I have better to make a random selection, because I agree with Anna and consider that  this helps to ensure objectivity and it is more likely that it  encourages an useful and constructive feedback among peers.
Anna talks about a variety of digital tools that are useful for the implementation and evaluation of a  collaborative work. I in the future I will try to use them in my teaching, now I often use Prezi and Padlet, because they are simple to use and extremely affordable for all.

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Yes, I absolutely agree with these two different approaches. I, too, do this in my class practice. One difference: in my classe the students usually form groups according to their common choices in relation to the themes of the project. It's more motivating in my opinion.

An intervention that is itself a whole program for the current school year! Thank you Anna for having offered us these tools of random selection and especially those of implementation and evaluation of collaborative work. I have not yet used these tools for evaluation. I will do it in the near future. Thanks again !

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(My learning diary:
https://padlet.com/vmnf/t15kcywjqs93 )
The randomization of student name on assessment seems a nice strategy compared to teacher selection and finger pointing. First the feeling on being selected vs. a random chance (my "bad luck"), second if colleagues did it before... It just seems that now is my time to do it. I think it becomes natural to be in that position and not some hidden agenda of the teacher based selection. So, yes, I agree.
I need to increase my usage of collaborative tools for sure. I have some experience with Padlet, Google docs & forms and Doodle. Padlet: mostly from this course, I confess, but also had some training on Web 2.0 before. Google docs is used extensively on group reports, Google forms for evaluation and Doodle for scheduling.

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I totally agree with Anna’s approach when she gives her students the freedom to decide who they will work with and each team member’s role. The only way students will learn how to make decisions is by making them and not by following directions. If you want them to be responsible, you must give them the responsibility. Nevertheless, this is something that is still as challenge for both teachers and students in our schools as most students are not yet used to this type of work, either because many classes are still teacher-centered or because they find it easier to have a more passive role in their learning process.

I am slowly trying to implement collaborative work in my classes and students do enjoy working together as they realize that they can share ideas and help each other and sometimes even overcome their difficulties as they don’t feel exposed to an entire classroom.

Peer reviews are also an excellent way to guarantee impartial feedback  among peers. They are able to reflect on their classmates’ work and compare them to their own work, which will give them the chance to get in touch with other solutions and approaches and look at their own work in a different way, which will ultimately lead to the improvement of their own work in the future.

The digital tools mentioned are very helpful in implementing and assessing collaborative work. My experience with these tools is still very limited but I would like to explore them and use them with my students. ��g1b�

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In my collaborative work experience, I always make a random selection of the group members. The students know that it is a choice that avoids, or at least limits, any conflict. Furthermore, this strategy also serves to erode the frictions.
I have used, and I use often Prezi and  Padlet, simple to use and truly affordable for all

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Very interesting.
I agree with Anna and these different approaches.And first students have to get use to,but then we all can benefits with it.
For younger students is better to supervision and guidance of teacher.

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The way Anna works, in our view, makes the students more independent, able to lead a group.
These are good work suggestions and the tools mentioned are useful for use in the classroom, as is the case with padlet.

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I find the tools mentioned in the video very useful in class - especially padlets are easy to use and apply.
Anna seems to mix different approaches because she has experienced others as well and thinks that mixing approaches is a good way to foster students' collaboration.

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The first thing I need to have in mind when preparing this type of work is my students' age group and their skills so far. First, I have to prepare a group of students to something completely new. They don't work like this in most public schools. It's a greater challenge for teachers rather than students. I know some of the tools mentioned from other courses and I've used some and they are really helpful! Google itself gives us a lot of different tools to work with and share with others. I really want my students to work collaboratively, so they improve their performance in all the skills we work when learning English. Of course parents want the final results. The summative assessment. Though I believe students can get better grades and be more successful if they work together. In my school, students are weak and with this type of work they feel motiveted and work more! They watch videos outside the classroom, they do quizes in the library and they like doing these! Let's change parents' perpective of teaching and learning. At least, let's try!

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In the same way that students learn differently, i believe we should diversify teaching methods, so i think mixing different approaches seems to me to be good. Certainly Anna prefers to mix different approaches because she has already tried alternatives and considered that this is better.

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I liked these Anna's words most of all:" It's hard to be a coach & a referee at the same time." I have done the course about Google services in teaching. During my eTwinning session I got aquainted with Kahoot. Edmodo, Scrumy, Tackks are new for me. Thanks for sharing!

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It seems important to me the freedom to choose the colleagues to work with (especially when students are older) and the "chance" to review / evaluate the work, because it allows for greater objectivity.

Edmodo and Padlets can be useful digital tools for evaluating collaborative work.

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Again Anna, thanks for sharing your knowledge and experience on collaborative learning. Listening and reading your story and the mentioning of all the tools you seem to use with such an ease, makes me feel a little incompetent. Maybe I should take a year off to practise using all the tools....

Talking about the assessment of collaborative learning with colleagues we also came across the issue of how to show to the parents and school management the development of the 21st century skills the students go through working on projects? How to record this? Focus in our education system is still on summative assessment.

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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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Here too parents and students give more importance to summative than formative assessment, as we have already mentioned in section 3.3.

We think that change depends on government guidelines, by changing our educational policy and by restructuring government-defined national curricula. What we evaluate is just knowledge and not the supposed skills for the 21st century (far from it). We are thinking that changing mindsets is difficult, at least in our school.

Yes, we agree with Anna’s approach regarding peers assessment. As for the tools mentioned, our experience is very limited in this area, as we have mentioned before, repeatedly. 5

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Teachers need to empower their students and give them a leading role in their own education. It’s no doubt that most students are their own biggest critics, and that’s okay; focusing that lens can have fantastic results. By engaging in the process of thinking about and assessing their own work, they act on the evidence of their own learning and take responsibility for it.  Student self assessment as a part of a teacher’s pedagogical toolbox has broad intuitive appeal. It would seem to encourage metacognitive processes that are important for the deep learning required of 21st century students.
Students who engage in these activities are more likely to develop internal attributions, a feeling of empowerment, and a sense of autonomy.

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Anna’s vídeo is very interesting and useful and I think that is the ideal way to work. About the work groups' formation, it all depends on the goals you want to achieve. If I want to work in equal levels or different levels to achieve a specific objetive I personally choose the groups. Other times I let the students be free to join who they want.

Peer reviews is a great way of giving some responsability to the students.

In what concerns the tools, unfortunately I only know Padlet.

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In collaborative learning, it is important to self-evaluate, as an individual and group assessment process.
Hetero-evaluation is usually done when presenting the product and in the final communications. Thus, the random choice of students is no longer relevant, since hetero-evaluation guarantees objectivity and feedback among peers.

The digital tools used by Anna to assess are important and facilitating the difficult task of evaluation.

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The introduction of Peer Reviews and constructive feedback helps students to review the work of other peers and compare it to their own, allowing them to reflect on how others have found a different solution to the assignment and help each other. Random choice of students in hetero-evaluation does not seem relevant, because the desired objectivity is achieved when we ask for a hetero-evaluation to all students.

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I think what is very good proposed, but for younger students is essential to the supervision and guidance of the teacher

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Anna's video is very interesting. Many of the tools she suggested are wily used in my classrooms: Google forms,
Kahoot, Padlet.
I agree that assessment can be more objective using such kind of tools.

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I agree with Anna?s criteria of matching students, even if with younger students you have sometimes to help them in choosing . I agree for the peer assessment. I have used Blendspace with my students. I used it to share lessons materials, exercises, and leave free students to enter in it at home to prepare for the lesson. I know Edmodo, Prezi and Padlet baut at the moment I have never used them .

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Anna's video was very helpful. Like Anna, I strongly believe in the power of collaboration, and She gave me a lot of idea that I could use with my students. I do use: Kahoot, Padlet, Google Appa for Education. I have never used Scrumy.
The idea of picking in a random way is very good. It makes assessment more objective.

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I agree with Anna approaches. I have used some of the apps presented but some I will have to explore. It is a reality that there are many tools than can help us in group work.

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Very great and interesting video! I agree with Anna for peer assessment to garantee objectivity to the evaluation, so it's a good idea to choose at random. But for the setting up of the group it depends on the relationship among the students, because it can happen they form homogeneous groups for interests and abilities. It happened in a class of mine where I wanted to give them the freedom to choose their classmates of the group, but this idea failed because all the best students wanted to stay in the same group.
For the tools used by Anna I'd like to know more, I use here Padlet and I know little Edmodo, in my classes I use Kahoot, Prezi and Popplet.

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My thoughts on assessment are exactly the same and to be honest I have no idea how to get out of the system applicable to me as a teacher assessment. Assessing knowledge limiting to a minimum while the most give the opportunity to demonstrate in various additional forms. If a student is interested and wants to support then go and receive extra points that raise its assessment. Sometimes, however, so that no treatments do not motivate a student to work. Sometimes even the little thing, praising also does not help.

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I agree with Anna on the different approaches.
The empathy between members of the group will facilitate the development of the tasks and
the random selection for peer assessment makes it less subjective.
As for the new technological tools, I established the first contact recently. I'm starting to learn how to work with them.

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As for the free choice of members of the groups, I partly agree as I can make groups of students with certain skills and/or knowledge. On the other hand, some students need not be willing to cooperate but that is something they should learn at school as well. I believe the two approaches (free choice and teacher's choice) should be used.
For peer assessment it can be more objective to assess not only friends who are more likely to view each other in a more positive way.
Unfortunately I have no experience with the tools mentioned apart from the Padlet. But it is my belief that too much technology is not a good thing.

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Very good work you do with your students Anna. I dare say that is the ideal way to work. We are all trying to go there and do our best in the meanwhile! Regarding the work groups' formation, I think you can do it both ways, it all depends on the goals you want to achieve. Sometimes you need to form them the way you consider the best, other times you let the students be free to join who they want. If it helps their motivation and they work in a responsible way, it's even better.
Peer reviews is a great way of transferring responsibility to the students. Being in the referee's shoes allows them to look at their work in a different light. Later they will be more meticulous when working on their own tasks.
The tools mentioned are also good tips.

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I agree with Anna. In my classes, I usually use Kahoot, Socrative and Plickers.

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I feel something very special when listening to Anna's video talk. Yes, indeed, this course was specially designed to pass from theory to practice, but what she can do in her lessons is science fiction for so many teachers! When she says she considers herself miserable at he end, at he time of assessing and marking, I think she expresses all the feelings everyone of us has in the heart for his/her pupils who worked hard.I downloaded the full transcription in order to use the links.

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I appreciate Ana's methodology. She gives some freedom when working collaboratively but she ensures the objectivity when using peer assessment. In what concerns the tools I only know Padlet and google forms.

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I agree with Anna. About the tools I only work with WORD,  POWERPOINT and google forms, but I also know about padlets and kahoot (discussed in 3.5).

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Thanks for this interesting video, I signed a lot of digital tools that I don't know yet and I'm curious to experiment their efficacy very soon.

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About first questions  made by Anna, I think to try to convince students that it is more important to assess for learning that the evaluation of learning must explain to the students that even though what they are doing is wrong are to develop their capacities for reasoning and analysis. As such it does not matter just what they learn, but how they learn.

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I agree with Anna´s opinion that peer assessment based on random choice leads to more objective results. Moreover I highly value her idea of peer assessment via Google online forms (when student use their mobiles), I think it is really helpful in terms of objectivity and overcoming shyness although some rules of positive feedback should be discussed beforehand as well. Maybe, the more collaborative activities with rubric assessment are implemented into our teaching (and then turned into grades), the more the student will accept the grades as assessing for learning. Or the grading system will be replaced by only formative assessment

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No matter the outcomes are, we, as teachers, have to encourage and involve students each single day in each single activity they do so that they can feel being always successful even if the results of their work isn't as good as they have planned at the beginning

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A wonderful and inspiring video. Thank You, Anna!
I liked the idea that Anna lets her students free to decide who they would like to work with and each team member's role. Sometimes I do the same. But it takes less time for me to devide them into groups. The teacher knows the level of the pupils' knowledge better and foresees the productivity of the group work. I want to have pupils of different abilities in a group. Then they have more opportunities to adapt to the group. Fast working students help the weaker ones in the group.Anna mentions a great variety of digital tools. Of course, they are valid but our teachers themselves are not well experienced in them. We use Google forms. Now I want to use more. On the other hand, in a language classroom face- to-face communication should dominate, speaking is very important during the lesson

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I totally agree with Anna with these different approaches.
I use, with my students, some digital tools wich are helpful in implementing and assessing collaborative work, such Edmodo, Socrative and Google Forms and I think there are very useful.

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It is important to use digital tools in implementing and assessing collaborative work. I don´t have experiences of these tools.

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The role students play in the organisation of the collaborative work is indeed different at different levels/ages. However, even at the secondary level, there is a tendency for the students to organise themselves around friends or best performance students, in order to avoid conflicts and to ensure a good outcome. In this context I believe the teacher as an important role in order to ensure homogeneity and keep the average level of the groups performance. Unless, of course, that the activities are organised and planned in such way that the class outcome depends on the outcome of each group and, therefore, of each student in each team. Peer assessment is something that, although important and desirable, is not always of easy implementation and often does not produce the desirable results. Anna identifies, correctly in my view, that the major problem is that the students are not at ease with sharing their opinions between each other and related with each other's work due to shortcomings in other areas of learning. Nevertheless, it is one of the 21st century skills that we need to develop in our students so one needs to keep trying and improving the peer assessment practices with our students. In the context of collaborative work, it is clear that the use of digital tools is a must since these tools make it much easier for the teacher to plan the activities and to follow the progress of students along the activity as well as for the students to record and publish their work/assessments. Concerning my experience with the mentioned tools, it is not much since I only used Padlets and Kahoot up to now. However, my intention is to extend my experience to other tools as I get more engaged in the collaborative learning process.

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The different approaches are quite inspiring.
A great observation that through collaborative learning activities ''top students admit that they can learn more''!
On the statement ''high school students respond better if they are made responsible for their choices'' I would add that all students can respond much better -sometimes more than expected- when being made responsible for their choices.

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I agree with Anna. I usually let the students to create the work groups. I use Padlet and Google apps for collaborative activities.

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Inspiring. We loved Anna presentation and she gives us great  tips and puts interesting questions. When our students are working in a project  we,  like Anna, often leave our  students free to decide who they would like to work with and each team member’s role.

Assess the work is difficult as we already mentioned, but  Anna mentions to a large variety of digital tools which are helpful in implementing and assessing collaborative work, such as Edmodo, Scrumy, Tackks, Padlets, Google Forms etc. our experiences of these tools is limited, but we use sometimes Google forms and Padlets, also Kahoot. The other ones we are going to explore them as soon as possible.

We think that the last questions that Anna has posted are fundamental . Teachers and students are used to assess  learning and not to assess for learning.

And the last question is so big...some time ago one of our students told us that school kills curiosity and creativity. That idea bring to us so many doubts...

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I agree with Anna, 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.To prepare activities , I will try using Tackk and Padlet. I liked Anna’s idea to ask students to write a comment on other classmates’ activities.

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Another set of inspiring activities: thanks! AS a Primary school teacher, it is easier to build collaborative learning skills of pupils since they are with us for most of the week. The first few steps towards the process can be difficult for some children, but with careful modeling of the process and the creation of well defined roles success can be had relatively quickly. I switch between creation the groups that work together myself( when I want to ensure a genuine mix of abilities and personality types) and at times I let the children create groups of their own choosing. They are instructed as to whether these groups are to be quite relaxed, or of there needs to be a mix of boys/girls etc. The handing over of control to the children of this process works well after they have done a few sessions of collaborative learning. It is quite interesting as to how they group themselves. The use of pegs, or an online tool to create groups would be an exciting addition to the way in which groups are created, but I would not want to use it all the time.
At the start of the year, we share our methods with parents and explain how ALL methods of assessment are important. This is also shared with the students. Thus they tend to take all assessment seriously and see the definite value in assessment for learning as well. It is a crucial element of every class. When the variety of Afl routines are established it is quite easy to adjust teaching, the direction of a lesson, or aid a particular group or individual more dependent upon their response: something we all do. The interdependence of the projects seen here is a great example. As long as we share that all assessment is important, and behave in a way that shows it is all important, then the students and parents will see it that way too.

We can also be coach and referee: simply tell the students that this is the case, set up the rubrics to assess, enable peer and self assessment, assess the process and the product.

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There are 2 sides on picking names random or not.
Random is good to use for groups who are used to collaborative learning and assessment. But with groups that aren't used to do this I would not let them choose nor use a random tool. As a teacher you can but students together that can learn from each other.

About the tools: it's amazing that you can acces these online but not everyone has got a smartphone, internet, .... I still have students who have to go to the library for internet, we haven't got a good connection in  our school, ..... pff I wish It would be easier sometimes.

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In the first cycle programming classes, I let the regular teachers choose the groups because they know the profile and the interaction of each student. Having chosen the group, they are free to propose, promote and develop the project

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Awesome.
First students has to get use to, but then we can benefit them with it.

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Precious!
Thanks, I use Edmodo and Google tools, as well as padlet. But the other tools were new. I think these tools help foreign language students and teachers to go deep in assessment and in increasing creativity and motivation!

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I definitely agree with Anna about the feeling when I must assess my students' job, especially when they have put so much of themselves in their work and still it is insufficient!  Once you start working as a guide and a facilitator, you soon come to realise that our current system is not yet suitable for that: you cannot be coach and referee at the same time. If you are a coach, you obviously feel like part of a team!
How can we teachers persuade students that assessing for learning can be more relevant than assessment of learning?
Using more peer reviews can help. Students can give mutual support and feedback.

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I find this video very enlighting. Some of the tools I used before, such as Scrummy and Google Forms (with Flubaroo), and padlets, obviously. I agree with the choices made while sorting out groups, I think it gives them more responsability, and allows  more positive interaction when they choose their own group mates. As for peer assessment, I think the spinning wheel is a very fun tool to use in a class. But I'm more inclined to the employment of anonymity while assessing their peers  leaving them more freedom to express themselves (but I would leave the anonymity just between students, with full knowledge of the teacher, restraining them from making less constructive observations). Just checking out Edmodo and Tackks - lots of new tools to examine in this 3rd module, it will take a while :)

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Thanks Anna for your excellent account of using collaborative learning. I think you have answered your own questions in how you have used technology to aid formative peer feedback. I have used different tools in formative assessment and found that while the tools can aid sending and displaying of materials, provide an interactive environment and processing and analysing functions, the role of the teacher cannot be underestimated. The teacher needs to make decisions on who gives the feedback, needs to moderate it and then to add to it if there are gaps in the formative feedback.

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Thanks for your ideas, Anna. Usually I don't use such kind of tools in my class. My experience says, my primary pupils prefere to talk directly . But I will try some tools soon.

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Thanks Anna for your inspiring video. Yes, it is a big challenge for us as teachers to assess the outcomes while we know how much effort some students put in their job in spite of the poor result...that is the most difficult part of our job. But nevertheless if the focus is on the process of the group work we may allow students to have even poor results and help them to see mistakes and fall back as a chance to grow and do better next time. Our attitude towards them can make the difference in spite of the poor results

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In our school we use an LMS (Moodle) and OneNote for collaborative tasks, peer assessment and rubrics, because then you've got all the data in one place and can reuse existing evaluation tools.
Also forming of groups can be automatically done or by hand, depending on a projects needs.

When using digital support in teaching one has to decide on basically to strategies: Either use a huge variety of tools which do a job perfectly but probably integrate badly, or using an integrated solution which goes beyond what a single tool can do and pay the cost for a system which is more difficult to maintain.

As collaboration between teachers gets more common, I think that the latter approach builds a better foundation for future development.

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I am not sure that using a random name piccking tool you may have more objectivity, since students know each other ( even superficially) and thay have on opinion about each other,  (quite often wrong) but based on what they see and how they are viewed by the class groups.
I use Forms for polls and I think that using  rubrics with forms is a really great idea! It gives anonimous results and the students can feel free to express themselves.
My students love Kahoot and Socrative so I use them very often, especially in the Flipped class modus, to check what they have understood from the materials I gave them for study.

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I never used these tools in implementing and assessing collaborative work. I think they're usefull for the students.
Anna has done a great work. Thank's to share.

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Amazing experience, great digital tools, creative team. Congrats, Anna & students! Thanks for sharing the nice practice! :)

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Professor Anna's work is very interesting but unfortunately is not easy to apply in my class, because my students only have 6 and 7 years old.
But wiil never know if later, I can aplly with them or with other students.
The digital tool that  are used are very interesting.
I use the google forms, kizoa, issue and the padlet and my students love some of them.

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Usually I prefer to chose the group members randomly if there are no particular reasons to do in a different way (group work to be done - at least partially - at home in a class where students live far each other, incompatibility between some students for bullying etc.) and I assess students in two steps: a score (usually 40%) given for the group work and the remaining score given for the presentation and the questions asked by teacher and school mates (and stakeholders if present). To share the works I use Padlet that is very easy for my students and easy to be embedded in the eTwinning TwinSpace-

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I agree with the different approaches presented in the video by Professor Anna. Anna's work is inspiring and useful but is difficulty implement these activities in daily bases. I also let students free to decide with whom they want to work. I believe that the empathy factor among the elements that make up the group is a facilitator for the development of the work that needs to be done.
But for another hand allowing students to form their own groups will likely result in uneven groupings. If possible, arrange groups by skills and/or backgrounds. For example, ask students to rate their comfort/ability level on a number of skills (research, background knowledge of course topics, work experience, etc.) and try to arrange groups that include “experts” in different areas. Another possibility is to do a preliminary assessment; and then based on the results, purposefully create groups that blend abilities.
In my opinion a random selection for peer evaluation, makes the process more interesting and rich without prejudice to the evaluation.
Anna mentions a variety of digital tools which are helpful in implementing and assessing collaborative work. I have often used Padlet and Google apps for collaborative activities. I never used Edmodo, Scrumy or Tackks. My next step is introducing the idea of ePortfolio or a learning diary because I want my students to document what they do and to use it also as a reflective document.

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I'm not sure if it's good to let students make their own group.Maybe it depends on their age.This can work with teenagers.Peer assessment is good to be done by different students each time.It encourages constructive feedback.I enjoyed the way Anna talked about the teacher's roles when working in collaborative learning as a guide, facilitator and the fact that it's difficult to assess when you feel part of a team being a guide.I have seen that she and her class used different digital tools that helped them to collaborate and to give feedback .I have experimented Google Forms, padlet.

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I also let students free to decide with whom to work with. I use  Google Drive apps, Kahoot and  other tools but I didnt know about Teamup. Now I know and I will try it.