3.7 Collaborative learning - What to assess and how? by EUN Partnership aisbl

Sonja, NIs, Serbia

ssumonja — 2016-11-07 11:47:32 UTC

Yes, but in Serbien Language.

Dalia, Lithuania

baltijadm — 2016-11-07 12:44:41 UTC

Assessment

This is the marking of the 4 lessons (project). This is presented before the students start their project activities. The project includes: writing a questionnaire and carrying out a survey, writing a health report according to the data of the survey and giving advice on how to live a healthier life, showing the data of their survey in a diagram as well as work in groups (creative work). Overall point is given for presentation of group work as well as for the work done during 3 previous lessons. The teacher evaluates the questionnaire and the report. Students working in groups have 4 points for the whole group and they decide how these points should be shared. They also suggest points for overall presentation and give reasons.

THE QUESTIONNAIRE THE HEALTH REPORT DIAGRAM(S) GROUP WORK

| THE QUESTIONNAIRE | THE HEALTH REPORT | DIAGRAM(S) | GROUP WORK | OVERALL PRESENTATION
| 3 | 4 | 1 | 1 | 1

Group work assessment (peer assessment)

| GRUPĖS NARIŲ VARDAI Names | PADĖKLIUKAS 2 points Tray | SKAITYMAS IR LENTELĖS PILDYMAS 3 Points Reading tasks and filling in the table | ORGANAI, PAVADINIMAS, FUNKCIJOS 4 points Names of body parts and organs and their functions | PATARLĖS 1 point Proverbs and sayings | ĮSIVERTINIMAS A B C D Self assessment
|   |   |   |   |   |
|   |   |   |   |   |
|   |   |   |   |   |
|   |   |   |   |   |
|   |   |   |   |   |
| IŠ VISO: Total |   |   |   |   |

Self assessment criteria

ĮSIVERTINIMO KRITERIJAI

A. Taip, atlieku užduotis savarankiškai, nesunkiai, viskas aišku ir paprasta

B. Beveik taip. Atlieku užduotis remdamasis papildoma informacija, padedamas mokytojo ar draugų. Padarau keletą nedidelių klaidų, jas savarankiškai ištaisau.

C. Iš dalies. Užduotis atlikti trūksta žinių, gebėjimo, supratimo. Užduotis atlieku padedamas mokytojo ar draugų, padarau keletą klaidų, kurias padedamas mokytojo ar draugų sugebu ištaisyti.

D. Ne. Savarankiškai atlieku tik keletą užduočių ( maždaug 20 procentų, arba dar negaliu jų atlikti), turiu pasitarti su mokytoju ar draugais.

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Grazia Paladino, Italy

graziampl — 2016-11-07 14:43:49 UTC

All collaborative activities require careful evaluation of social and interaction skills between team members. To do this are very useful both assessment rubrics that checklists. I believe, however, that these must be built very carefully if we are to be used also by students. As suggested by MOOC coordinator is useful student participation in the construction of rubrick and checklists. In fact I have never done, but certainly in the future I want to try. I attach below a rubric that I use for the assessment of skills and social skills and team working

Maria Daniela Roberto

2016-11-07 14:57:56 UTC

In collaborative learning, using rubrics to monitor and record theevolution of learning groups and each student within the group

A. Leen

annetteleen — 2016-11-07 16:00:10 UTC

I have used existing rubrics and checklists to improve written work but not to assess collaborative work. I have constructed rubrics for this purpose as well. The tips given in the video have prompted me to think about the rubrics I have constructed and fine tune them somewhat to ensure they are focussed on the learning intentions.

Cornelia Melcu

corneliamelcu — 2016-11-07 16:01:51 UTC

I have used rubrics and checklists to assess collaborative work in my classes. Here are some examples:

Tamar Chalakheshashvili Georgia

tamarigia — 2016-11-07 16:02:22 UTC

I do rubric, which meets the standards of what students need to know what criteria must be met. I am introducing student evaluation scheme and, if necessary, make changes

Barbara

barbara_anna_zi — 2016-11-07 16:13:21 UTC

In the past, I did tend to use rubrics while assessing my students' oral and written skills. This year I have decided to create my own rubrics to assess collaborative work. It is my strong belief that students should be participated actively in the process of assessment and rubric creation. It may be more time-consuming , but it helps students understand the purpose of assessment.

Manoilă Maria, Romania

2016-11-07 16:22:42 UTC

yes I used the evaluation gridin a project about getting perfumes.

Amélie Silvert

silverteacher — 2016-11-07 16:31:31 UTC

I find rubrics useful at the beginning of the year or when the task at hand requires a long term planning. Then the students don't lose track of what they are supposed to do. It does bring peace in the classroom and decreases the teacher's need to explain again.

Nils, Germany

2016-11-07 16:33:03 UTC

We have rubrics for projects in foreign language classes. We haven't involved in finding criteria.

Anna La Montagna, Italy

monte6915 — 2016-11-07 16:56:40 UTC

I have used existing rubrics and checklists to assess individual performance., but not for collaborative work.
I haven't constructed my rubrics or checklists for this purpose and I think it's important involving students in the design of rubrics, checklists or other assessment tools, because engaging students they feel really involved in the whole process of teaching and learning.
The tips given for constructing rubrics and checklists in the video are very useful .

Ana Chambel, Portugal

aachambel — 2016-11-07 16:57:45 UTC

I have used checklists to assess collaborative work, however I did not use any of the displayed video or training. Also I never tried to involve students in the construction of these tools (perhaps something to experience in the future).
I really liked the tips given in the video as well as the CO-LAB evaluation guidelines.

Lorena Olaru. RO

leoatomix — 2016-11-07 17:26:38 UTC

I used existing rubrics and checklists to assess collaborative work. The guidelines and examples given in the CO-LAB Assessment Guidelines are very helpful for me to design better assesment tools.

Rosa/ Italy

rosadilonardo — 2016-11-07 17:31:39 UTC

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 teachers 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

Serena Visai, Italy

2016-11-07 19:22:54 UTC

I have used existing rubrics at the beginning of the year for self evaluation of the students’ learning styles and I created my own for my collaborative group work . Going back to my work, I can see that it is centred on the ooutcome of the project and it doesn’t provide peer revision and evaluation during the work nor reflection on the level of personal involvement. I’m motivated in using all suggestions, chicklist and rubrics and make my students more involved in the decisional process.

Adina Marcu,Romania

adinamarcu9 — 2016-11-07 19:23:24 UTC

I used rubrics but i think the guidelines in the CO-LAB and examples also are very helpful for me.It help me to design better assessment tools.Thank you!!

iliyana, Bulgaria

2016-11-07 19:29:29 UTC

I have never used rubric or checklist. Very useful tools. It is time to start.

Valeria Manfreda, Italy

valy74manfry — 2016-11-07 20:53:38 UTC

I constructed my own rubrica and check list to partecipate to contest. Your suggestions are very useful, your CO_Lab Assessment guidelines too.

Gülhanım,Turkey

gul_ektem — 2016-11-07 21:04:32 UTC

I use check list but ı need to improve it. Thank you GoLab

Sarah Mallia, Malta

sarahborg85 — 2016-11-07 21:26:30 UTC

I make use of my own rubrics especially for creative writing. I usually brainstorm the aims/goals/learning outcomes of the lesson and jot down some of these into a rubric.I make sure that rubrics as simple and flexible. I never tried to develop a rubric with my students although now I'm tempted.

Despoina Amarantidou, Greece

damarant — 2016-11-07 21:30:05 UTC

I usually use existing rubrics when we work on Webquests with my students but I have constructed my own checklists, as well.

Massimo, Italy

massimo_pescato — 2016-11-07 21:38:30 UTC

Involving students in rubric design is a very good idea. Students should be involved in every step of the teaching-learning process, but especially in assessment.

Emiliana Rufo, Italy

emiliana_rufo — 2016-11-07 22:15:28 UTC

I started using Rubrics not long ago, I found them difficult to create at the beginning. Then I realized the importance of having clear objectives to assess collaboration, organization, content and product so I started using them to assess collaborative work group activities. I haven't used checklists yet.

Roberta Minì, Italy

robertamini — 2016-11-07 23:01:12 UTC

Fátima, Portugal When I propose a team work, as I’ve already said before, I present some points to consider in the evaluation, using a check list, but also by an “open answer”, in which students express their personal and objective views about their work and colleagues work. Sometimes, according to the work and the time for its realization, I use the scale of qualitative evaluation: insufficient, sufficient, good and very good. In other cases, I use the percentage scale between 0 to 100%: level 1 is from 1 to 20%; level 2 from 21 to 49%; level 3 from 51 to 74%;level 4 from 75 to 89% and level 5 of 90 to 100%. Also students give their opinion and present their arguments when they have different opinions.

fffcaeiro — 2016-11-07 23:07:04 UTC

Roberta Min

robertamini — 2016-11-07 23:07:18 UTC

I've used existing rubrics and checklist, I've never done any so I think will use the the useful tips given in the video to try.

Alessandro, Italy

maralex100 — 2016-11-08 01:03:49 UTC

I never used before rubrics and checklists to asses collaborative works. I think its could be very usefull for my work (use better ones is good not only for collaborative works). I have never negotiated this with students, I will try to do this in the future, good luck to me!

Elisabetta, SA

anicia1 — 2016-11-08 08:28:10 UTC

I started using rubrics when I first arrived in South Africa and I think they are a valid tool. I was thinking to make some changes and this video was a source of inspiration. I will try to involve my students in updating the current rubrics and I have a feeling that it might work pretty well. I have never used checklists but I will look into it as they seem a very good tool. I think the examples and guidelines given in the Co-LAB document are very useful. Thank you!

Angelamaria Galderisi, Italy

2016-11-08 09:46:35 UTC

I have sometimes used existing rubrics and checklists to assess homeworks and for summative assessments. However, I have never used the to assess collaborative work. The examples given i the video are really useful as well as the explanations given in the CO-LAB ASsessment

Anita M. Italy

2016-11-08 10:13:01 UTC

I 've just started using rubrics .I find a little bit difficult but I think that I have to improve myself on it .Now I'm exploring the existing rubrics to better understand their use and how I can create them by myself. I used checklists frequently .I created checklists depending on task and skills I was assessing. Checklists were part of tools to insert in students' portfolio and to follow their progress in learning .Sometimes students created their own checklist and I find positive to share that with them.Anyway they have to be followed to express and identify exactly what thay want to check .I've already started using digitals tools for rubrics and checklists , so I 've to learn .

Cristina Paliotes, Portugal

2016-11-08 10:39:08 UTC

Although I've used checklists to evaluate collaborative work, I've never used any of those listed in the video or training.
I have also never involved my students in building these tools (the register is for future experimentation). I liked the tips given in the video as well as the CO-LAB Evaluation guidelines.

Helen, Belgium

2016-11-08 10:40:38 UTC

I have used rubrics and checklists for many years. and find them really useful. A good rubric can be used for many purposes and should give the studetns a clear understanding of what they are aiming for. It is extrememly important that the rubric is shared with the students before a task. It is often very useful to construct a rubric with your students but it takes a lot of time. I have used the rubistar tool to help with this process. We recently used a rubric for a homework research project and received positive feedback from parents about how this helped them to guide and assist their child through the process. Checklists are easier to construct with the students and provide quick and straightforward guidance for a task. The guidelines provided are useful to think about when constructing your assessment tool.

Arnaud Perrier, France

2016-11-08 11:05:31 UTC

I used a few times the checklists to assess my students but never the rubrics. I have to admit that every time I did them personally and the students did not participate in their implementation. Maybe for a question of ease and time savings. It's something I have to work on in the future. That's why tips given in the video are very useful.

Stella Maris Berdaxagar from Argentina

2016-11-08 11:11:57 UTC

I have adapted existing rubrics and created new ones related to learning goals for ESL integrated skills supported by ICT with indicators for metacognitive and collaborative skills . Checklists and rubrics are of great help for teachers and students. It is important to include student voice when constructing them , applying them and evaluating the whole process diachronically if possible to ponder our praxis and students' performances over a lapse of time. Rubrics and checklists shape the way we teach and assess and help students' self & peer assessment . They should be closely related to what has been done in class, shared with students, with descriptors and grades for each indicator or target and paths for remediation and advancement. There are great tools that help teachers build effective rubrics for authentic assessment but they largely depend on teachers' expertise to manage teaching and assessment from a pedagogical point of view. As such direct observation, timely substantive decisions and students' evidence through performances and productions are of major importance when assessing learning paths.
I find all the information in the video useful including tips and guidelines.
https://spotlight.edmodo.com/product/assessment-tools-resources--327229/

Teresa Oliveira

2016-11-08 12:08:16 UTC

I often use checklists and find them very useful. I never involved students in the design of the rubrics but I should: it´s very important to involve students in their own assessment.

Jasna Šojer/Croatia

jasna_sojer — 2016-11-08 12:14:34 UTC

Alas, i didn't have a chance to use rubrics or construct one because our school system still values only summative assessment. The guidelines in Co.lab are great help to try out.

Els Teerlinck Belgium

els_teerlinck — 2016-11-08 13:20:26 UTC

The list I use comes from Spencer Kagan

Valerica_Romania

dvaly2010 — 2016-11-08 14:12:49 UTC

I use checklists for the collaborative assesment but I have not involved students in the design of the rubric so far.
I will keep in mind:
Tip 1:Criteria should be based on learning outcome characteristics and not on the task itself.
Tip 2: Involve students in rubric design because they are more able to understand the assesment s objectives. The Resourse Section has interesting and useful examples. Thank you.

Maria Chiara, Ricci

mcricci — 2016-11-08 15:13:59 UTC

I use both rubrics and checklists depending on the activities proposed. If I find something ready I try to adapt it to my requirements, I 've found useful the tip of involving students in the design of rubrics and the examples given in the Co-LAB Assessment Guidelines very inspiring. Thank you

Anna and Maria, Italy

annagrignetti — 2016-11-08 16:44:39 UTC

The rubrics and checklists are not part of our teaching and assessment. Unfortunately in our school it's used only summative assessment. But  the examples given in the Co-Lab Assessment guidelines will help us to renew our  methods..and we will use it as soon in possible.

Maria and Anna, Italy

mariadecarlo — 2016-11-08 16:44:45 UTC

The rubricss and checklists are not part of our teaching and Assessment.  Unfortunately in our school it's use only summative assessment,  but the examples given in the Co-LAB Assessment Guidelines will help us to renew our method...and we will use it as soon as possible.

olga_seabra — 2016-11-08 17:33:01 UTC

We do not implement regular collaborative work since the mainstream followed is the cooperative therefore the rubrics and checklists or other assessment used are to provide information about the cooperative skills. The tips provided by Brookhart will avoid future mistakes such as: “when using rubrics is that they focus on the task or product, and not the learning outcome or proficiency” and we will guaranty the involvement of students in the design of rubrics.

Elisabete Carvalho, Paula Cavadas, Paula Usha, Olga Seabra_Portugal

elisabete — 2016-11-08 17:34:27 UTC

Angelo, Rivoli, Italy

Angelo — 2016-11-08 17:53:03 UTC

The Caroline's explanations are very clear and incisive. Finally! It was since the 2014 Future Classroom Scenario MOOC that I expected such a precise discussion on the evaluation!
I think what Caroline said is quite acceptable, but my experience leads me to say that there are some ingenuities:
1) build and develop a rubric really using is a very tiring process. I have always done alone, but the point is to make sure that the students appreciate and use rubrics, while their tendency is just to look at the final mark.
However, having shared and authoritative rubrics is a great support. Thank you!
2) About the rubrics, the most difficult thing are the descriptors, they should outline a concrete and real developmental progression.
3) About the involvement of students in the construction rubrics, I tried a couple of times, but it is quite tiring and in the end it did not make such a dramatic difference.

Angelamaria Galderisi, Italy

soleemare_a — 2016-11-08 18:30:31 UTC

I have sometimes used existing rubrics and checklists to assess homeworks and for summative assessments. However, I have never used the rubrics to assess collaborative work. The examples given in the video are really useful as well as the explanations given in the CO-LAB Assessment Guidelines. Here the teachers can really find a treasure of resourcesand tips to develop good rubrics and checklists, not only for formative assessment but also for peer assessment.

Carla Diogo, Portugal

2016-11-08 19:04:04 UTC

I have already used rubrics to assess collaborative work anlthough I have realized from the video that are some points that need to be improved. I will now try the use of checklists which may also be a useful tool. Since assessing collaborative work is not easy at all, all pieces of advice are welcome to me. Nice video. Clear and good explanations. Thanks a lot!

Iolanda Moya

2016-11-08 19:50:07 UTC

I used rubrics to assess students and also I created them with students. however, I've never used checklists to assess.

Salomé, Portugal

2016-11-08 21:19:00 UTC

I have used checklists to assess collaborative work, however I did not use any of the displayed video or training. Also I never tried to involve students in the construction of these tools (perhaps something to experience in the future).

I really liked the tips given in the video as well as the CO-LAB evaluation guidelines.

Mariangela Bielli, Italy

mariangela_biel — 2016-11-08 22:06:07 UTC

I have just started to use rubrics to assess collaborative work. The guidelines and tips provided are very useful in constructing good rubrics and checklists. I have never involved students in designing them, maybe later on when I will gain more experience.

F

filipe_mira — 2016-11-08 22:30:42 UTC

Filipe

filipe_mira — 2016-11-08 22:30:44 UTC

Filipe Mira, Portugal

filipe_mira — 2016-11-08 22:31:20 UTC

I have never used or constructed rubrics to evaluate collaborative work. After viewing the video, I think it is an added value for students to learn their involvement in the preparation of rubrics, checklists or other assessment tools. I think the tips and guidelines are useful for students to better understand their assessment.

Ana, Portugal

anasalonso — 2016-11-08 23:24:41 UTC

I constructed my own rubrics and checklists for this purpose. I find useful the tip of involving students in the design of rubrics.

Helly, Vienna

h_swaton — 2016-11-09 06:32:33 UTC

I never used checklists ore rubrics before but learning a lot about it I want to use them in future. All examples seem to be very useful.

Mirjana Jovanovic, Serbia

mirjana_jovanovic_ns — 2016-11-09 07:33:51 UTC

I have never used checklists nor rubrics. But I'm learning how to use it in the future. This course and this particular video and book from resource section will, surely, be extremely useful and helpful.

Giovanni, Italy

vannucchig — 2016-11-09 09:16:38 UTC

Really we use rubrics in our daily activity but 1) we name them in an other way, 2) we often don't use written rubrics.

Isabella santoro, Italy

2016-11-09 10:23:06 UTC

The examples in the video for to assess collaborative learning are very useful. I've just started using checklists and rubrics for collaborative assessment.

Ester Degennaro-Italy

esterdegennaro — 2016-11-09 10:35:04 UTC

I always use rubrics and checklists for assessment.
Here attached models of them .
http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=2633768&PHPSESSID=c716b29bf8f5a9437835c98e3e93923e
Checklist:

Ana Franco, Barcelos, Portugal

ana_lufranco — 2016-11-09 10:54:53 UTC

I always use a list of items to evaluate, and I try to focus more on the whole work process than on the final product itself. However, the examples presented are excellent tools. The fact that I give the student a detailed description of how we evaluate him, and he is part of this whole process, seems to me to be great. I will of course apply from today this way of evaluating that seems to me very effective.

Paula Gomes- Portugal

2016-11-09 11:11:07 UTC

I have used checklists to assess collaborative work, however I did not use any of the displayed video or training. Also I never tried to involve students in the construction of these tools.

Hülya, TURKEY

hulyaos31 — 2016-11-09 11:59:46 UTC

I am using this kind of rubric especially in IB -DP classes.Also in non IB classes we are preparing our own rubrics. For example in 9th grade students in chemistry lesson; they are preparing presentations about the atomic models. For this type of activity I am using presentation rubric.For 10-11 th grade students in chemistry lesson; they areresponsible from preparing an experiment. They have to construct their own method. For this activity, I am using experiment rubrics. Also I add other rubrics in my learning diary.

Vasso Lalakidou, Greece

lalakidou — 2016-11-09 12:05:10 UTC

I have never used a rubric or a checklist, so I can't talk about the effect on using them.

Nikos, Greece

ntsepelis1 — 2016-11-09 14:48:47 UTC

I, like Vasso Lalakidou, have no experience on the subject (unfortunately!)

nicomd — 2016-11-09 16:01:21 UTC

Cinzia F. , Italy

nicomd — 2016-11-09 16:31:28 UTC

I have no experience of rubrics even if I am following courses to learn to use them. The tips given are very useful for constructing rubrics and checklists but they require a lot of time especially if you want to produce a valid rubric. I think a teacher can use it for a PBL activity .

Carmen Carella, Italy

carmencarella — 2016-11-09 16:40:07 UTC

I’ve never implemented proper rubrics for collaborative work yet, even when the work has been based on tasks where my students have worked in small groups and collaborated.

I think involving students in the design of assessment tools is a good idea because this would increase their responsibility and motivate in the process of learning.

The only rubrics I used and I still use in my teaching as an EFL teacher are those shared among the colleagues of foreign languages in my school which are more descriptive charts of all the marks students may get, which relate to the 4 skills of speaking, listening, reading and writing. The more recent rubric recently introduced defines the 3 level of competence students is at at the end of Middle School (13 years of age), which is subdivided into a low, a medium and a high level.

I use online exercises with checklists, which my students appreciate, but now I have to be careful to assign exercises that must be short. I will try to follow the tip of assessing the learning outcomes instead of the task itself or the product, even this would be more difficult according to me, and more upstream if we think that parents usually expect a good and easy mark, like their children, on uncomplicated task they have performed or maybe on the product which is often simple. This means that I also have to create more complex and significant tasks. For what concerns the CO-LAB assessment guidelines, at a first glance I can see they contain useful tips as for when to use rubrics or checklist, the very useful chart about the group and individual assessment, so I think I will have to create one to experience how all this work.

Jesus Leão, Portugal

2016-11-09 17:24:37 UTC

In my practice I do not usually use rubrics and checklists to evaluate collaborative work. However, I have already constructed rubrics and checklists to use in individual students assessment. I do not usually involve students in creating these assessment tools. By getting involved, students are likely to look at the assessment process with other eyes. I believe they will be able to better understand and identify himselfs with the objectives of the assessment.
In the context of teaching Portuguese as a second language, students are assessed on the basis of the Common European Framework of Reference for Languages.
In order for the evaluation be clear, rigorous and effective, in my school, rubrics and checklists were created for the different levels of linguistic proficiency, using performance descriptors.
I think the tips for building the rubrics and checklists proposed in the video are very pertinent.
The CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom, available in the Module 3 Resource Section, I consider it an added-value and useful as it helps us clarify some concepts, help us in organizing the evaluation process and in the construction of several assessment tools.

Costas Moschonas

2016-11-09 17:58:26 UTC

I have never create or use rubrics and checklist for assessing collaborative work. I like the idea of involving the students in the creation of them

Gina, Italy

ginapalumbo — 2016-11-09 18:08:50 UTC

I have constructed rubrics for Science and Digital works

Kateryna Kramnychna, Ukraine

rocksy_12 — 2016-11-09 18:24:34 UTC

I like this kind of assessment. I've never used it, but I try it. That's for sure. Thank you!

Maria Teresa/Italy.

teresarughi — 2016-11-09 18:27:38 UTC

I have seen rubrics in the course on PBL, but I have neither used them for collaborative work nor constructed my own.
I have used checklists more often. Involving students in the design of assessment tools is effective, because they are much more able to understand the assessment objectives. The video provides very useful tips, for example suggesting that a rubric can be used in formative assessment if the descriptors are sufficiently clear and objective or warning to be careful not to focus on the task, but on the learning outcomes. Also the guidelines and examples provided in the Assessment Guidelines are particularly relevant.

Paulo Martins_Portugal

2016-11-09 18:50:37 UTC

I never used rubrics or checklists to assess collaborative work. Usually I use simple checklists to assess individual work. I have to check the Guidelines and try to construct my own rubrics or checklists to assess collaborative work. I liked the idea of involving students in designing rubrics or checklists.

Marianthi Arvanitidou - Greece

1canislupus22 — 2016-11-09 19:48:46 UTC

Collaborative assessment must be part of our learning today

DEBORA

debora_defina — 2016-11-09 20:13:12 UTC

To follow criteria step by step is useful to not forget the same passages. In this way students are sure to raech a good and complete result and individual satisfactions.

Giovanna, Italy

giostesciortino — 2016-11-09 21:52:16 UTC

I usually don't use rubrics in my way of teaching but I will surely try in next days.

2016-11-09 22:17:48 UTC

2016-11-09 22:17:55 UTC

Arlindo Pereira, Portugal

2016-11-09 23:00:10 UTC

I never used rubrics and cheklist to assess the collaborative work because I have never had the opportunity to know and use them. In my opinion will be important involving students in the design of rubrics, checklists or other assessment tools. I hope to learn, how to use them and how to constructing them.

Erika, Colombia

erikahobrecker — 2016-11-10 01:58:32 UTC

I am starting to use rubrics more often. I think they are very usefull. I will star involving students in the creation of the rubrics, with the hope that will motivate them and let them know what is expected from them.

Marilena, Greece

becsa1 — 2016-11-10 06:46:42 UTC

Up to this point, I haven’t really used rubrics or checklists to assess collaborative work. I usually ask the team to write a self-evaluating report at the end of the project. But I’d like to get informed and start using rubrics and checklists in future projects, so I found the co-lab assessment guidelines extremely useful to me.

Maja VK, Slovenia

maja_vicic1 — 2016-11-10 07:39:12 UTC

I like to ue rubrics in Moodle, it realy helps. Lately I try to involve students into creating checklists together

Cinzia Centrone

centrone_cinzia — 2016-11-10 08:26:57 UTC

I have to say that my experience in order to rubrics and checklists is not so big. This course is for me a big opportunity to know, to understand better how to assess, how to costruct rubrics, how to use checklist. The video on the CO-LAB Assessment guidelines is very useful.

Sue AUS

suzanne_durick — 2016-11-10 11:31:06 UTC

I have created all my own rubrics for my group tasks but am keen to try out some online rubric builders to help with assessment. When you make your own rubric you can include all elements you are assessing on, and all learning outcomes, any collaboration elements you are assessing. The CoLab assessment guidelines which focus on students being involved in the creation of the rubric is a great idea. I will try this out next time (in line with the Assessment of Learning, Assessment for Learning, Assessment as learning). This rings true for me. Being involved in assessment is a valuable learning tool.

Ana Pinheiro, Portugal

air_pinheiro — 2016-11-10 12:45:54 UTC

I did not build evaluation instruments and only used some already elaborated and available that adapted to the situation of collaborative arendization. I think it will be good to involve the students and this is what I will try to do. The fact that students are involved makes them feel an integral part of the whole process.I liked the tips given as well as the guidelines provided.It will be now that I will try to build my instruments.

Marta, Portugal

istruka — 2016-11-10 13:33:12 UTC

I've never used a rubric or a checklist to assess collaborative work. I realise now that it's very important to do so. I find the guidelines and examples given in the Co-LAB Assessment Guidelines very useful

Carmen Carella, Italy

carmencarella — 2016-11-10 14:03:23 UTC

I think Dr. Valente suggested a valid alternative to us teachers being a scary figure of reference in the class judging their work. To this regard, I successfully implemented peer tutoring in my lessons, in couple or small groups, but I haven’t officially introduced any peer assessment, so my students still depend on me and on my experience in assessing. This means that they still support each other in hoping to get good marks from the teacher, and are not at all independent.

If I introduced self-assessment as a routine practice, I think my students would be very interested and have fun because they would learn while recognizing their strength and weaknesses, and build up their self-awareness. Dr. Valente made me realize here that if I only implement peer assessment, the weaker students would rely too much on the most confident students thus avoiding taking responsibilities.

Agata Kuźmiek - Poland

2016-11-10 14:51:35 UTC

Agata Kuźmiek - Poland

2016-11-10 14:54:20 UTC

It happened to me several times to use the rubrics or checklists to evaluate group work. It is a very useful and practical. I think that is mainly focused on the method of evaluation. Material very useful.

Ana Cristina Ginja, Portugal

2016-11-10 14:54:34 UTC

The criteria for formative and summative evaluation of collaborative learning must be defined by all actors in this process - students, teachers and other stakeholders.

The guidelines and examples provided in the CO-LAB Evaluation Guidelines are useful as they are focused on performance during the project process and course.

Alessandro Ruffino / Italy

2016-11-10 15:22:23 UTC

I found very useful the guidelines and examples given in the CO-LAB Assessment Guidelines. I use the rubrics to assess collaborative work because I assign to my students a project work where they must work together to carry out it. I didn't involve my students to design rubrics but I have to try to do it, perhaps it can help me to evaluate better them.

Camelia Vesa, Romania

2016-11-10 15:36:39 UTC

I use existing rubrics and checklists to assess collaborative work and sometimes I create my own.I also involved students in the design of rubrics and I was surprised to see that they can be objective and serious. Students included in the rubrics aspects that I would have missed. I find tips and guidelines in the CO-LAB Assessment very useful for collaborative learning activities.

Marta Tarantino

martatarantino — 2016-11-10 16:13:29 UTC

I've used checklists to assess group work in PBL and I normally make use of rubrics to assess individual performances. I'm constructing rubrics for the eTwinning project my students and I are being carrying out this year. I'm looking forward to taking advantage of the tip to build collaborative rubrics with the help of students and even let them cope with this challenge on their own: it must be an exciting and valuable experience.

Ioannis Velonakis, Greece

ivelonak — 2016-11-10 16:28:51 UTC

Actually, I have no previous experience on systematically assessing collaborative work by using rubrics and checklists and, of course, I have never created my own rubrics or checklists before. Since collaborative learning and its assessment should become a part of our educational system, I find the guidelines and the examples given here quite useful for learning how to systematically assess such learning activities

Teresa Pires, Portugal

2016-11-10 16:43:57 UTC

I have already used checklists to evaluate collaborative work without ever using the ones indicated in the video or training. I have also never tried to involve students in building these tools. I recognize that you have been very much appreciated of the ideas made available in the video as well as the CO-LAB Evaluation guidelines.

Sara Gamito, Portugal

sgamito — 2016-11-10 16:47:36 UTC

Heidi, Germany

2016-11-10 17:36:21 UTC

I already used rubrics for assessing group work of 6th graders. I adapted an existing rubric. For 10th graders in foreign language lessons I created together with them criteria to assess their written work. The material in the Ressource section are very useful

Mimma, Italy

mimma_gioia — 2016-11-10 18:38:21 UTC

I have never involved my students in building these tools. I'm exploring the existing rubrics to better understand their use. I will try to do this in my future.

Heidi Belgium

heidi_schrijvers — 2016-11-10 18:40:47 UTC

I've already used rubrics for evaluation of group work. The tool that was provided on the FB group is really interesting. For my special needs students rubrics are helpfull. That way they know exactly what each score means. They know what is required per section.

João Reigado, Portugal

2016-11-10 19:02:55 UTC

I never used rubrics in group assessment. I did use checklists concerning group performance of specific music repertoire. I think it is possible to involve students in the designing of checklists or rubrics, maybe with some prior help from the teacher. This would grant greater clarity and legitimacy to the assessment tools, as far as student’s acceptance is concerned.

Maria Panou/ Kalymnos, Greece

maria_themelis — 2016-11-10 19:03:20 UTC

I've tried timelines, checklists, tricider and stickymoose so children adore to say their opinions and vote the best of them, or define their activities at a checklist and then realize themselves which of the targets have already reached. These tools are really very useful

Jaime Martins, Portugal

joncmartins — 2016-11-10 20:48:12 UTC

The assessment tools must be different. When we are assessing any work at the end of a class, it should be a simple one easy to implement. However if we was wish to give general or specific information about the work progress, for example, we need a more specific one to collect all the information we need. It can show scales, trend lines or graphics, and it will include Likert scales, checklists, rubrics, quizzes...
Using rubrics also list the criteria for a work and articulate gradation for the criteria and knowing that they are very useful for teacher, self and peer assessment. I think it will be a very useful, students' motivation to involve them when the teacher will design the rubrics.
Participating in the rubrics construction the students will understand and better identify which are the assessment objectives.
I think that all the teachers who do this kind of work, has to create his/her own rubrics, checklists or any other tools.

Cristina, ro

cristinapeicuti — 2016-11-10 22:13:42 UTC

I have you ever constructed your own rubrics or checklists for this purpose.

Anabela Gonçalves, José Rui Ferreira and Teresa Fonseca, PoOrtugal

2016-11-10 22:26:39 UTC

We don’t have much experience in using checklist and rubric is few. Engaging students in building assessment tools has not been our practice. We believe that we should invest in students’ involvement in the evaluation process, particularly in creating rubrics and checklists so that the student feels that he is part of the process and that he clearly understands what is expected from him.

Isabel Nunes, Portugal

2016-11-11 00:29:42 UTC

What to evaluate in collaborative learning: the skills and knowledge (to evaluate) and the type of tools (how to evaluate).

The objective is to adopt a flexible evaluation model to provide useful data for the formative intervention of the teacher and to induce the adoption of self-regulatory measures of student and group.

The choice of the model must be in accordance with the project or task at hand. The model should be based on: (a) the results of Individual and collective learning; (b) the teamwork and goals of the group including the individual commitment; (c) the methodological process adopted to implement and complete the project or task; (d) the product or; (e) a mix of targets.

Rubrics are grading tools that can be used for summative as well as formative assessment and they are also a very useful tool to help students with self- and peer assessment. While they can be used for grading, they should in fact be seen as a learning resource that is used by students throughout their work.

Use lists of checklists can be another useful tool for assessing collaborative learning. They are useful in the reduction of common mistakes when evaluating and validating the knowledge.

Cristiana, Portugal

cristianafreire — 2016-11-11 00:31:55 UTC

I have already used a checklist constructed by me to evaluate performance in the laboratory, for example, with regard to the use of a microscope.

I also use rubrics for the evaluation of final product communications, for example presentations in powerpoint, prezi, powtoon, videos, etc; students use them for peer assessement, but they don´t participate in their construction… I do them according to what I want to evaluate; Involving the students in the process is a good idea, just like presenting the rubrics before the task starts.

The guidelines given are quite useful.

Olga Keramida-Greece

olkeramida — 2016-11-11 03:33:55 UTC

I have never those types of assessment but all these tips are very useful.

Vanesa, Croatia

2016-11-11 08:23:16 UTC

These ways of assessment sound great and very useful. I have never used most of them.

Julia,Portugal

2016-11-11 11:09:12 UTC

Involving students in the construction of rubrics or checklists will promote learning and self-regulation. Soon I think it's an important step to be done with the students.

Atanasija, Croatia

atbilic — 2016-11-11 11:34:40 UTC

I have never used these kind of assessment but I have made something similar( checklists, appreciation stemps and sticker) which I use in evaluating collaborative learning.

Maria Concetta Catalano,Italy

marinomimma16 — 2016-11-11 11:44:45 UTC

I have never used rubrics or checklists to assess works but I am understanding they are very important and useful. My commitment is to study them

Domenica Marino, Italy

marinomimma16 — 2016-11-11 11:48:07 UTC

I have never used these tools because I did not know them. They look very interesting and useful for evaluating collaborative work well. I will analyze them in detail in order to use them in my teaching.

Carlos Silva, Portugal

2016-11-11 13:17:13 UTC

I have already used checklists to make quick assessment or pick up some quick information about the students. But I mean some checklists made with my best knowledge that´s not the best. My students are not used to see the results of checklists and when they see them, they get really excited. It´s really something new, for me it´s important to find some of these tips and topics to help me construct these assessment tools.

Catia, Sweden

katyfpr — 2016-11-11 13:43:33 UTC

I have been using check lists for assessment. I appreciated the tips for creating a rubric. I have been using rubrics in a different way, I was focusing only on the knowledge requirements, and I think that it might work better if I will focus on the learning process, I like the idea of creating a rubric with the students, I will try it in my lessons.

Ana Cristina Ginja, Portugal

2016-11-11 13:59:15 UTC

we have to define what will be evaluated and how . adjust the data collection instrument to be evaluated - favoring the self-regulation of students' learning and at the same time defining the action of the teacher. The instrument should also be adjusted and adapted to the context where learning occurs and simple application.

emma giurlani Italy

2016-11-11 14:16:11 UTC

as already mentioned before I have worked with rubrics during our eTwinning projects. We readapted already existing rubrics by using the tool called RUBISTAR
which can be found under this linkhttp://rubistar.4teachers.org/index.php
I find the sujjestion given by the CO-LAB Assessment Guidelines very interesting and challenging , so I will try tu use them for our next eTwinning project we have just started in these days

Paola, Italy

2016-11-11 16:14:30 UTC

It’s very unusual for me to work with rubrics like these to help my students. Therefore I will try to use rubrics focusing not on the task but on the methods my students will use to work in small groups.

Elisabete Cruz - Portugal

2016-11-11 16:50:50 UTC

It is really great that we can share tips / guidelines on how to work and evaluate collaborative work. I agree that the simpler the process, the more efficient it becomes. I usually work with rubrics and checlists already in the manuals: I remove some questions and add others. Involving the students in the construction of rubrics seems very well and I will try to do so in the future ..

Clara, Portugal

acjesus — 2016-11-11 17:57:56 UTC

I never used rubrics to assess collaborative work although I use checklists a lot. I don´t construct my checklists from the scratch, I adapt one already make, according to my specific situation. I never thought about involving my students in the design of assessment tools, but whit all the tips that have been given, I feel inspired to, in the nearest future. All materials given will be veru hepfull, that´s for sure

Nehir ÇABUKER

nehircabuker — 2016-11-11 18:41:03 UTC

I think using rubrics are more usefull then checklist because its more detailed and specificated. I ll use that in my lessons assessments also for my students'. Also CO-LAB guide is helpfull to understand what to collaboration.

Ana Fernandes, Portugal

apmfm — 2016-11-11 19:41:30 UTC

I’ve used and still do Likert type numerical scales in learning assessment, which are similar to the rubrics described above. As I already mentioned in module 3.3, I rely on them in self-assessment processes. I’ve never used checklists before like the presented ones.

The engagement of the students in the elaboration of these assessment tools is desirable and I do it as much as possible. The tips and guidelines provided by Dr. Luís Valente are precious and will allow to surpass difficulties and constraints that I feel in the construction of clear, simple, useful and easy to use tools in collaborative activities’ assessment.

Fátima, PortugalWhat to assess and howExpliciting roles and goals as I have mentioned before, when analysing the importance of a shared language, along with the implementation of tools and strategies to assess students' mastery, are probably the most important steps towards the success of collaborative teaching. I have already used checklists and other assessment tools but not as regularly as it should be to achieve effectivness and provide a more accurate roadmap for next steps in instruction. Module 3 was very useful for my future assessment activities

fatasilva — 2016-11-11 21:19:26 UTC

José María Díaz, Spain

josemaria_diazfuentes — 2016-11-11 21:29:58 UTC

We are planning using rubrics and checklist in the three forms of assessment. But we have to find - using ICT tools - a way to make all these things quick to do.Thank you all for all your ideas.

Petra, USA

drpe — 2016-11-12 02:28:26 UTC

I have not used rubrics to assess collaborative work, but I have used checklists. I have used rubrics for assessing both individual work and pair work. I very much like the idea of involving students in the design of assessment tools. I have experimented with that and will try to do this more consistently from now on. Students who are new to the process are often hesitant, sometimes reluctant, to get involved. But I think, in general, students appreciate the opportunity and are more invested. I find the examples in the CO-LAB Assessment Guidelines useful.

Jole, Sicily

jolecapo — 2016-11-12 07:28:34 UTC

Every year, in September, we gather as the Department of Humanities and establish the evaluation criteria to be taken during the school year. It is not customary to use rating scales found on the net and I think this is a limit.

Elena FP, Italy

2016-11-12 10:16:54 UTC

I have used rubrics to assess CLIL modules work, but not for collaborative work. I think that rubrics and (in some cases) checklists are an easy, user-friendly way to assess products and learning outcomes. They can also be constructed in such a way the students can use them for peer assessment, because they clearly state the goals and yhe way they can be reached. For example, they are great for PBL activities.

Annamaria Egido, Italy

2016-11-12 11:09:46 UTC

I never used rubrics or checklists to assess collaborative work but i am understanding they are very interesting and useful.

Armindo Serra - Portugal

profarmindoserra — 2016-11-12 11:21:09 UTC

I have already used it to evaluate practical work in the arts, I have rarely asked for the collaboration of the students to build the checklist to assess the work done.
But I do agree that they are very useful and rich in the process of evaluating group and practical work.
and I think your guidelines and examples are very useful.

I will try to put the rubrics into practice to evaluate collaborative work.

Google Forms - https://docs.google.com/forms/d/1AofBBMG0l0oRwkwK2dctcqwEihANm3jevFNSyFJWtdc/edit

Margarida Sousa- PT

2016-11-12 12:53:20 UTC

The guidelines and the examples given here are extremelly useful and interesting.
I´ve used rubrics and checlists but I made the common mistake ; Imade a focus on the task or final product, forgetting all the phases ok knowledge the students had to construct.
It is very important for my future collaborative works.

susanna, italy

27luglio63 — 2016-11-12 13:25:18 UTC

3.7 Collaborative learning - What to assess and how?

no I have never used rubrics or checklists as means of assessment. it is interesting to engage students to build rubrics, I have never done. the video tips are interesting and useful

Ljiljana LD, Croatia

2016-11-12 13:45:58 UTC

Rubrics and checklists are very useful. But, like Margarida Sousa, I was focused on the task not on tje phases. The tips from video will be helpful in my future checklists.

Zeljka Korlevic, Croatia

mravak57 — 2016-11-12 15:42:32 UTC

I have never constructed checklists of my own, but I m sure this video will help me to start

Astrid Hulsebosch Since about two years I'm collecting rubrics and seek for them in different sites, In this way I can learn from other experiences. I think it's neccesarie to l'read a lot of rubrics' before if you want to leanr to make your onw rubrics. Little by little since two months i started to make my ones.........

AstridVE — 2016-11-12 15:50:17 UTC

Marco Martinelli, Rome, Italy

radagast1974 — 2016-11-12 16:00:32 UTC

I have used rubrics and check-lists extensively during my experience as a teacher in the UK. In most courses that I delivered, there was a portfolio aspect of the formal assessment (known as "coursework") where students where asked, for example, to produce a structured report for a given experiment. Grading criteria were very analytic and marking this type of work was very time consuming. However, I have also used simplest rubrics and, recently, I have developed my own rubric to grade students' tests according to the competencies that they demonstrate. For me they can be a really powerful tool to clarify to students what is expected of them for a certain grade and, more importantly, what their next learning step is.

Nicola S. Italy

spotonicola — 2016-11-12 16:55:15 UTC

I have never used rubrics to assess collaborative work, but I have often used them to evaluate some products such as essays and reports written by students. I always found them useful in order to make clear to me before than to the students what I wanted them to realize. Checklists are a new tool I've never used, but thanks to this course I've discovered how useful they can be in order to change my perspective: from assessment of learning to assessment to learning. Checklists give students a clear idea what they are expected to do without being frightened about evaluation. They are a good method for developing self-awareness and a metacognitive approach in formative assessment. I have read the tips in the guideline and I totally agree, but I think I will involve my students in designing rubrics and checklists only in the future.

David Doherty Co Donegal Ireland Module 3

daviddoherty — 2016-11-12 17:33:47 UTC

I have made my first attempt at using a Rubric. I just used the white board and as a class we defined the criteria together and what each number 1 thru 5 should be ...it was fun but I then allowed them to self assess and some students clearly over estimate their ability to collaborate... particularly the dominant students.

Stavroula Lada, Greece

pde4424 — 2016-11-12 18:24:18 UTC

I used a rubric for a project last year in another mooc, but in my last year class, in a project, my students and I agreed on the criteria of the peer assessment. It was successful, even if I had thought it would be. The students surprised me (12 years old), they accepted the evaluation because they had taken responsibility of their own choices.

As for the tips about the rubric creation, I believe that keeping that short and precise can lead to fruitful assessment. If the rubric is long with extent details, the students will be discouraged.

Carmen Rodríguez, UK

c_rodvix — 2016-11-12 18:36:28 UTC

I think the rubrics and checklists that the course provide are quite useful, specially, because they are simple and easy to adapt. I do my own planning and scheme of work for my lessons so, as a consequence, I prepare my own assessment tools. I like having a look to different formats in case I can pick some inspiration. Anyway, I always make something very simple and manageable due to the fact that I have many groups and lessons.

3.7 Collaborative learning - What to assess and how?Have you ever used existing rubrics and checklists to assess collaborative work? Have you ever constructed your own rubrics or checklists for this purpose? What about involving students in the design of rubrics, checklists or other assessment tools? What have been your experiences? What do you think of the tips given for constructing rubrics and checklists in the video? Are the guidelines and examples given in the CO-LAB Assessment Guidelines useful?Personally, I have never thought of assessing colab activities, as here in Austria it is all about one’s own achievements; when doing group work, it has usually be done without implementing assessment, as the fruits of the groupwork will then be seen in the individual achievement of their tests, artefacts, documents .The tips in the video and the advice in the two texts are vital in order to write one’s own rubric, still it is very theoretical and to break this down into a real life rubric for a specific learning scenario is another task and I suppose a time consuming task. I have rarely ever involved the students in building a rubric ( mainly because time is short and if I do this I will need extra time, but it is definitely worth a try

stuhlpfarrer2 — 2016-11-12 18:51:04 UTC

Gisella de Liddo, Italy

2016-11-12 18:55:36 UTC

I have never constructed nor used rubrics; it could be a nice idea to involve students in designing rubrics.

Isabel Graça, Portugal

2016-11-12 19:23:27 UTC

I’m working on it, creating my own first rubrics to assess collaborative work, considering all the tips and examples provided. The resources are useful but now we have to assimilate all the info and try to use it the best way for our own teaching context.

Cristina Rocha - Portugal

mcrisroch1 — 2016-11-12 21:36:01 UTC

I used rubrics to scaffold student groups during an activity of writing. I believe that students underestood better what to do in the activity and what was expected. They worked together and evaluated each group in a very assertive and objective way. The students became more involved in every task and adpted a different behaviour. But I did not ask the students to create the rubric together. I believe it would make this rubric to become more complete.

Sabrina Petrillo, ITALY

spwillothewisp9 — 2016-11-12 22:53:34 UTC

Even though I have never constructed new rubrics in order to assess collaborative work, I often use jigsaw rubrics As for specific techniques, in preparing jigsaw rubrics I replace some of the information with numbered gaps, subsequently making cards of the information from the gaps and giving each card a letter to identify it. If my classroom collaborate with senior schoolmates, as it often happens in the lab, more skilled students are usually proposed to complete the gaps in their own words, i.e. suggesting simpler descriptors. After completing the rubric making, the following task is to give each group one category to score using it. Then each team has to use the above rubrics while their peers are holding presentations. At the end of the activity the class scores are taken into account both for formative and summative assessment.

Enrica Maragliano - Italy

EMGe — 2016-11-13 00:39:09 UTC

I use grids and rubrics but I must admit that usually they are aimed to assess the individual work or the group work plus the individual work (presentation, answering questions). In the last year I was introduced to the competences assessment. The first time I really had to deal with this was on last December in Florence, to the National eTwinning Conference, when Prof. Enzo Zecchi explained us a lot about this. Up to that time, as many Italian teachers, when at the end of the 10th grade I had to evaluate competencies, I just wrote "sufficient" if the final mark was 6/10, "acceptable" if the final mark was 7/10, "good" if the final mark was 8/10 and "very good" if it was 9/10 ore 10/10. I was aware that was a silly thing but actually nobody cares about this in our country and when you are at the end of the school year, tired, with the perspective you have to spend an extra month in the final exams, you are easily convinced that this assessment is as good as another but for sure it is faster. Prof. Zecchi's conference, instead, showed us real rubrics and real assessments and really opened to me a completely new world. We as eTwinning ambassador of our region (Liguria - Italy) invited him to our regional conference and he spoke about two hours about PBL, assessment, etc. and his words are so interesting that all the listeners didn't realize that we were about half an hour later on the timing and it was time for lunch. So, now, also thanks to this MOOC, I have my mind a little clearer and I think I can prepare my own rubrics about my projects and group works. I never used check lists, and I have to stop and think about them too...

I had a quick glance to the CO-LAB Assessment Guidelines and I think they are very useful, especially as they give many examples and many advices. Thanks for sharing!

Cristina Sanvito, Italy

2016-11-13 02:22:23 UTC

Like other Italian teachers, I've started to write and use rubrics last year, after listening to professor Enzo Zecchi's lessons about PBL (project based learning) and the assessment of students' competences. According to the project I was developing with my class (entitled “A journey to the Solar System”) , I've prepared rubrics to evaluate both the individual and the collective outcomes. As for me, the most difficult aspect has been to find simple and well defined criteria and to write clear and brief definitions of each level of progress. My rubrics were very (too) detailed. This probably happened because I was thinking to the rubrics as an useful tool to collect data for the “competences certification” (a document we have to fill in at the end of the middle school), and not as a tool that could help students in their learning process.

Rosa Italy

rosafiorenzaguidi — 2016-11-13 06:06:05 UTC

I constructed with my colleagues a rubrics that we used with our pupils.
It was useful.

rosafiorenzaguidi — 2016-11-13 06:06:09 UTC

Margherita-Italy

margheritabalistreri — 2016-11-13 06:58:12 UTC

I usually use rubrics in my class which are available and adaptable to every situation not to assess the learning process but students' competences. I've worked with the department of English in my school to design rubrics in reliance to competences requested by the School Reform. I've never involved my students in building checklists to assess the work done. I think your guidelines and suggestions are very useful and can be implemented in my work.

Maria Laura, Italy

mammolimlaura — 2016-11-13 09:14:01 UTC

I have used rubrics of course, as they are requested by the school. When we have to construct a rubric in the language department, it takes a lot of time, but most of the time is spent in calculations ( ! ). I have used also ckecklist once and it has proved a valid method for assessing a task. I have never thought of involving students in the process of rubric making, so I wiill take this tips into account.
Of course the rubrics we generally use are to assess the competence and not the learning process, so much work has to be done to understand what assessment at school really means

Betina Astride, PT

betinaastride — 2016-11-13 10:05:42 UTC

No, I didn't use rubrics or checklists to assess collaborative work, just for individual work.
It's time to try

Emilia/Romania

Emilia_T22 — 2016-11-13 10:19:27 UTC

The video is very clear and useful.I have used existing rubrics and checklistsThey are useful when assessing a group work.I haven't involved students in creating rubrics because I don't have enough class practice.

Giovanna Wiplinger Croce

giovywip — 2016-11-13 10:50:53 UTC

I need to improve my using Rubrics too that's why I'm participating to this course. Very helpful video

Majella, Ireland

dempseybrian099 — 2016-11-13 11:34:46 UTC

I think it is important to work with students in deciding on what rubrics to use. Can use a programme like Rubistar to construct them. It is very important that you begin with a very clear knowledge of what it is you want to assess? Have very clear learning outcomes for the work beginning with an action verb as this will help in developing your rubric. Use language that students can understand. Give examples where possible.

Concetta Drago, Italy

concetta_drago — 2016-11-13 13:07:45 UTC

It is very important to construct good and efficient rubrics and checklists.
When constructing them teacher should bear in mind that the criteria is based on characteristics of the learning outcome, and not of the task itself. Another tip is to involve student in constructing rubrics.

Cinzia Billa,Italy

2016-11-13 13:39:57 UTC

Yes, these two questions are linked and fundamental for any kind of assessment.No, never used rubrics obtained on the net, it is always good to adapt and eventually discuss them with students foraformative use of them and self assessment. Yes the guidelines are useful for reflection.

Arminda Pereira, Portugal

armindapereira1 — 2016-11-13 14:09:04 UTC

I found very useful the guidelines and examples given in the CO-LAB Assessment Guidelines.
Rubrics and checklists are introduced as useful tools for assessing collaborative learning and tips on how to construct them are provided, together with available examples. I use rubrics and check-lists with my students. I have never involved my students in building these tools.

Anabela Gomes

prof_anabelagomes — 2016-11-13 14:29:34 UTC

I consider that the checklists (based on
the outcome learning ´s characteristics) and involving students in constructing of the rubrics are very useful.

Raul Coutinho

2016-11-13 15:10:58 UTC

CO-LAB Assessment Guidelines useful
I use evaluation grids as well as evaluation process by trial and error, giving the aline the freedom to build and develop and rectify their own mistakes

Carmen Stanciu

carmenada69 — 2016-11-13 15:34:58 UTC

Because my experience in collaborative work not so high...I must say I didn t use rubric , but I will try ...

Richard, Brussels

2016-11-13 16:30:01 UTC

I have used rubrics for self, teacher and peer assessment collaboratively with my teaching partner for a number of years. Generally these have been used to help assess individual extended research projects and serve as checklist for pupils and as an assessment tool. They follow a similar format suggested to the ones in the video. They focus on the skills required for the task rather than being very task specific and they have yielded impressive results on all levels of assessment. The advice given here is of superb value. I am so impressed with the value of the rubric that I intend to encourage my entire team to develop a rubric for the continued assessment of writing and reading throughout the Primary and Infant section

Antónia Brandão e José Ruão, PT

dolores_brandao — 2016-11-13 16:48:45 UTC

Once more fantastic help provided by this video based on Luis Valente work.

Yes we did already use rubrics to assess teamwork because last year on a PDW eTwinning one of us take contact with rubistar that allows us to create Rubrics for your Project-Based Learning Activities.

We constructed our own rubrics and we see that, after the first moments because we have no experience, all gets easier. All the tips that are given can be very useful to teachers work.

We attach a rubric that we constructed last year to assess a workgroup. It has been our first experience and it written on Portuguese. We provide also the link to Rubistar.
http://rubistar.4teachers.org/index.php

Orsola , Italia

2016-11-13 16:49:08 UTC

I sometimes use the rubric for self and teacher assessment but not for peer assessment. I will try to

Aggeliki Belehaki

2016-11-13 17:11:36 UTC

I often use rubrics for tests in the class and they usually are to assess the students and their duration is about 10 to 15 minutes

Conceição Varela / Portugal

conceicao_varela — 2016-11-13 17:26:47 UTC

At my school we've just started implementing collaborative learning activities, therefore my experience with the use of rubrics and checklists is not much yet. Concerning the involvement of students in the design of the rubrics and checklists used in the assessment of their work, I now believe, thanks to this course, that it is a critical step to enhance their engagement and receptivity in/to the collaborative activities. The tips provided in the video for building rubrics and checklists are of course very useful as are the guidelines contained in the CO-LAB Assessment Guidelines.

Odete Pinho

modetepinho — 2016-11-13 17:30:02 UTC

Rubrics and checklists are introduced as useful tools for assessing collaborative learning but I do not use them very often. I think that the examples given in Co-Lab assessment guideline are very useful .

Helena Louzeiro, Portugal

helenalouzeiro — 2016-11-13 17:49:42 UTC

I'm like Odete Pinho, I don't use the rubrics as checklists often because i'm in the beggining of develop collaborative work. When they do group work they usually sais what went wrong and what it was alright
I think that Co-Lab assessment guideline
is very useful.

Eduardo Pinheiro, Portugal

eduardojgpinheiro — 2016-11-13 17:58:28 UTC

I use rubrics to assess collaborative work and there are constructed by me and my students. I think they must know all rubrics or checklists before to begun the work.
The guidelines and exemples given are very useful to make rubrics in the future.

Vitalija, Lithuania

2016-11-13 18:46:55 UTC

The video is very clear, useful and motivating. I use the rubrics and checklists to assess collaborative work. The suggested ideas on what to assess and how to assess will really be useful in my future work. I try to construct my own rubrics but I have never involved my students in rubric design. The tips given for constructing rubrics and checklists in the video attracted my attention (esp. 7 criteria). Team checklists should be accurate, efficient, well-targeted, easy to use and practical. They must contain just 1 page and must be as short as possible.

Alena Jandlová, Czech Republic

2016-11-13 19:31:37 UTC

My colleague and me created a kind of rubric for assessing our students at an internship abroad, we tried to be clear, used 10 items for assessing and had 5 levels of progress (corresponding our system of grades). It worked, but this yeas we´re planning to make it shorter.
I can imagine asking my students to add criteria into a project/collaboration rubric. The checklists look promising as well. Now the challenge is to create as general rubric and checklist as possible. :-)

Francesca, Italy

francesca_lombardi1973 — 2016-11-13 20:03:40 UTC

I use rubrics not very often but I find them very useful because teachers can make assess the students' work in a efficient, consistent, objective, and quick way.

CÁTIA SANTOS - PORTUGAL

badkat187 — 2016-11-13 20:06:40 UTC

To evaluate collaborative work I always use tables, with 3 or 4 simple criteria. One table for the final work and one for the process, with an evaluation of 1 (not contrubui / not learned) to 5 (contributes a lot / learned easily).
I think that engaging students in the elaboration of the rubrics will be very good, because it allows the students to become more involved and motived.
The examples and guidelines given are quite useful.

Olga Oliveira, Portugal

olga_amaro — 2016-11-13 21:44:01 UTC

To assess collaborative work, I allready used checklists and rubrics, but my students were not involved in this process.
Previously. I show yhem the rubrics/checklists and they know how the work is going to be assess.
Sometimes, I ask the groups/pairs to assess their own work with a checklist, but made by me.

Ivana, Slovakia

luptacikova_ivana — 2016-11-13 22:22:24 UTC

I've used rubrics for assessment a project tasks but never for collaborative work. I think that involving students in the design rubrics would be usefull because students could give other look at the assessment.

Catarina Rodrigues, Portugal

canrodrigues — 2016-11-13 22:22:35 UTC

I had never used rubrics nor checklists to assess collaborative learning. However I have already seen these tools and I'm curious about them. I agree about involving students in the design of rubrics or other assessment tools. They may better understand the difficulty that assessing students collaborative work really means. The CO_LAB Assessment Guidelines are very very useful!

Pedro Elias, Portugal

pedroelias — 2016-11-13 23:06:14 UTC

I have already created and used rubrics and checklists to assess collaborative work but I have never involved students in crafting them. I think it's a great idea to involve the students in creating the rubrics because in this way they will better understand each one of them.

Silvia zorzi, Italy

2016-11-13 23:35:47 UTC

I designed rubrics and check lists, and this year I'm starting to involve students in the design of rubrics: students better understand the descriptors and the task.
The guidelines and examples are really useful, and I I'm using the scenario template for a flipped classroom about electricity: thanks a lot for all the tips and tools

Cristina Fuertes, Spain

2016-11-14 08:03:44 UTC

I usually use rubrics for assessing the work of my students.
As is mention in the video is not easy and take time.
I have use rubrics from moodle platform and also from e-rubrics or Rubistar.

Simona, the Czech Republic

simonabrothankova — 2016-11-14 10:15:17 UTC

I have never assessed collaborative work as I have found it difficult. Involving students in the design of assessment tools is a perfect idea! I find the tips very useful for me.

Sandra, Portugal

sandra_alves_ — 2016-11-14 10:21:32 UTC

My experience in collaborative work is very little, so its assessment too. I only have built some rubrics to evaluate group work, only the end result.
I think that by engaging students in the design of collaborative work assessment tools, they will be better able to understand the work goals they will have to do as well as improve their performance.
The guidelines and examples are really useful. Thanks!

I have used checklists for peer and self-assessment for writing activities for my English language students. They have been effective with all age groups, but it is essential, as pointed out in the video, that the checklists are simple, very clear and specific.

2016-11-14 12:42:55 UTC

Katarzyna Kwiatek-Grabarska, Poland

2016-11-14 13:15:50 UTC

I never have been using assessment in fromie such forms. The more I read about it the more I like it. I hope that this course and exchange of experience will allow me to change the way you been using, and which do not bring me satisfaction.

Mafalda Lapa, Portugal

lapa_mafalda — 2016-11-14 15:01:38 UTC

I usually make my own rubrics and checklists to assess collaborative work. I confess that I have never involved the students directly but I take into acount their suggestions for the next year students. But it seems a good tip so I am going to try it.

Marija, Croatia

2016-11-14 15:41:15 UTC

Now the assessment of collaborative work seems so clear and approachable. I will be very glad to use these advices!

Rossana De Martino, Italy

rossana_demartino — 2016-11-14 16:40:29 UTC

I've already created rubrics with my collegues for collaborative learning activity, in which we 've defined the skills the students have to reach after a teamwork. The important thing I learned here is the fact we tend to focus our attention on the product and not on the learners' process. The checklist is also important and useful and my purpose was to create one accurate, clear and well-defined, not too long. As final thing I want to involve my students in design of effective rubrics and checklist for a better engagement in the activty.

António Gonçalves, PT

2016-11-14 18:47:27 UTC

I usually make my own rubrics and checklists to evaluate collaborative work. I usually do not involve students in creating the rubrics but I have their opinions taken into consideration.

Ana Schade, Portugal

ana_vaz — 2016-11-14 18:48:28 UTC

By allowing students to participate in the definition of rubrics in the assessment, teachers engages the students in the process of creation and evaluation. I have never used rubrics and checklists to evaluate collaborative work.

Cristina Teixeira, Portugal

2016-11-14 20:40:48 UTC

Regarding Physical Education it’s not easy to use rubrics or checklists, because most of the times we perform pratical classes instead of theoretical ones. Rubrics or checklists become harder to use because students remain in activity all class long. Even though, sometimes I use checklists when classes are theoretical, which are ideal for group works.

However, I think that involving students in the design rubrics would be usefull because they become more motivated and may provide them other points of view regarding the assessment.

Rosella, Italy

rosella_manni — 2016-11-14 23:20:08 UTC

The design of Co-Lab will be tailored to meet the needs of learners and teachers and will include simulations, modelling facilities, local laboratories and electronic whiteboards used to create virtual classrooms and collaborative workspaces accessible via the Web. The work will focus on integrating the various components so learners experience the Co- Lab learning environment as a single coherent workspace.

María Napal, Spain

mnapalf — 2016-11-14 23:57:55 UTC

I am very fond on rubrics; not only for assessing collaborative learning, but even for evaluating projects or essays.
I've sometimes had my students design rubrics, but as training, not for evaluating their own learning. Anyway, do think it (involvling students in the elaboration of evaluation criteria) is a powerful tool for engaging them, letting the know exactly what's to be evaluated and INCREASE THEIR SENSE OF AGENCY OVER THE LEARNING PROCESS

Dulce Freire, Fernanda Cunha, Marco Fernandes and Vítor Silva, Portugal

marcocfernandes — 2016-11-15 11:33:08 UTC

We never used the rubrics and checklist of collaborative learning. We use grids focused on the task itself, they are nothing like those in the CO-LAB Assessment Guidelines. We also have never involve students in the design of rubrics, checklists or other assessment tools, however it seems that makes sense. We believe that gives them a feeling of integral part of the process, increases the responsibility, facilitates self-assessment process and peers assessment.

Constructing rubrics and checklists seems very hard task to us, only because we never used/ construct any, this not familiar to us. But whit time and help we will get there so we find the guidelines and examples given in the CO-LAB Assessment Guidelines are very useful. NI��*�

Antonia, Netherlands

chanja — 2016-11-15 13:38:58 UTC

I have got hardly any experience with rubrics and checklists as shown in the CO-LAB Assessment Guidelines. So, yes I find them useful.
I will certainly take into account the suggestions mentioned in the video, like trying to involve the students in defining the assessment criteria.

Roberta Scarselli

2016-11-15 18:19:04 UTC

Italy
I started using some experimental sort of rubric with my primary students age 10.
I tried to involve them in deciding a few points useful for a better learning. I told them that many teachers in all Europe are using descriptors to help thei students learn better.
I teach History and my students are used to working in collaborative groups of tre-five persons. I wrote down some indicators and put the poece of paper at the wall in the classroom.
Then I tried to encorage them to evaluate themselves during group work.
It was good for them because it helped giving them responsability of their behaviour and thry associated learningnot only to knowledge but also to behaviour and attitude.

Isabel Rato, Portugal

2016-11-15 19:11:07 UTC

The development of group work and the results of the group should preferably be evaluated rather than individual success, since it is a collaborative work. If the evaluation descriptors are clear and simple, the rubrics and checklists allow a formative evaluation. It is important to engage students in defining these.

Paulo Marques, Portugal

2016-11-15 21:14:34 UTC

I have already used rubrics and checklists to assess collaborative. I think it's a great idea to involve the students in creating the rubrics because in this way they will better understand each one of them.

Teresa Pombo, Portugal

teresapombo — 2016-11-15 21:53:47 UTC

I'm a huge fan of designing and using rubrics specially when assessing group work. I always use rubrics when assessing, for example, student's writing. Rubrics are also very useful to students in order to claearly understant what is expected in an activity.

Marta Pereira

mpereira89_1 — 2016-11-15 22:57:05 UTC

I have used checklists i created to evaluate group work. Sometimes they worked better and sometimes worse, depending on the work and the class involved. I found a very good tip to create cheklists based on acquired learning rather than task based.

Teresa Rowett - Portugal

teresarowett — 2016-11-16 00:45:09 UTC

Till now I have used basic checklists with criteria such as cooperation, autonomy, responsibility, capacity to solve problems … The rubric and checklist examples we have been given are quite useful and they enable us to prepare our own according to our students’ characteristics. Preparing them with the help of the students, after defining the outcomes, had never occurred to me but it can be a good way of involving the students in their learning process.

Graça Carvalho - Portugal

graca_carvalho — 2016-11-16 01:41:33 UTC

In my opinion, involve the students in the creation of the rubrics, it is an added value to understand each of them better.
I never used the rubrics and checklist of collaborative learning.

Lívia, PT

liviasor — 2016-11-16 10:11:14 UTC

At schools we all work with the same checklists which are design by a group of teachers teaching the same subject. We have to be very clear about all the topics mentioned in the video! It's hard work, but once is done is very adaptable and usable for any situation. I like that. We generally know well the part of what to assess...but how to assess is a totally different story. We use tables and checklists more. Personally, I like checklists when they easy to use. I want to improve the construction of checklists. The guidelines provided in the CO-LAB Assessment Guidelines will be very useful indeed.

Thomas, Austria

2016-11-16 10:47:02 UTC

I have used checklists and also some sort of rubrics so far which I created myself. With some activities those checklists/rubrics have worked all right, sometimes they turned out to be not so useful for specific activities. The Assessment Guidelines are, from my point of view, extremely useful and I think also easy to apply.

2016-11-16 12:52:26 UTC

I have never used them even if I have already heard about them.

Ângela and Tânia, Portugal

taniaalves23 — 2016-11-16 20:23:27 UTC

We usually make checklists to evaluate the student's collaborative work.
It is important to take into account the individual characteristics of each and the class.

Kristijan Cincar,Serbia

2016-11-16 21:46:18 UTC

I have used checklists i created to evaluate group work. Sometimes they worked better and sometimes worse, depending on the work and the class involved.

Maria Concetta Catalano, Ital

cettinacatalano644 — 2016-11-17 01:36:53 UTC

I have never used existing rubrics and checklists to assess collaborative work, but I think I the guidelines and examples given in the CO-LAB Assessment Guidelines are useful and they will be part of my work as soon as possible.

Vitor M. N. Fernandes, Portugal

vmnf — 2016-11-17 15:24:21 UTC

(My learning diary:
https://padlet.com/vmnf/t15kcywjqs93 )
Most collaborative work I've done with students is on group projects and out of school STEM projects. On those projects due to lack of experience I've never used a true collaborative work assessment artifacts. My assessment was usually based on group achieving end goals and their final presentation results. Thus I just used a small part of what collaborative work assessment should be, but now I know more on how to implement and how to use to evaluate the full process.
I've used mostly checklists to see if final products reach a set of initial requirements.
Those checklists usually have students as stakeholders since this will improve their acceptance and knowledge of what is requested from them on end.
With checklists students try to match as much items as possible since they know the more they check higher will be their grade. This way students know exactly what is required from them and can set their own objectives.
The tips, guidelines and examples will be very useful to enhance my collaborative activities assessment. Examples are easily usable and give a lot of ideas on how to build my own.

Giovanna, Italy

giovanna_biceg1 — 2016-11-17 19:32:55 UTC

I never used rubrics or checklists to evaluate collaborative work. I need to study more these tools to better understand their creation and use.

Katarina,Serbi

2016-11-17 23:05:55 UTC

I have never used these types of assessment but it seems to me that are all of them very useful.
And I find the guidelines and examples given here useful for learners.
But I need to study more these tools to understand better before I used them.

Fatih TOY, Turkey

2016-11-18 18:10:49 UTC

I have developed my own rubrics and checlists but i have never paid attention to their accuracy and clarity and lexical length. I have never involved the students designing rubrics and checklists for asessing collaboration. Providing that students do not feel themlves irresponsible towards learning objectives or class plans, students can be easily involved in creation of checklists and rubrics. From now on, i am thinking of reformulating my rubrics and checklists in the light of guidelines mentioned in the module.

Isabel Costa

costaisabel60 — 2016-11-18 20:41:26 UTC

For me it is difficult to use a rubric evaluation, because the school establishes a set of specific criteria for the evaluation to be uniform, of course it does not contemplate the value of self assessment and the peer assessment. I would very much like this evaluation to focus on student progression, overcoming their difficulties, and praising their successes and not so much on a general assessment as if students were all learning in the same way.

Paula Duarte, Portugal

2016-11-18 21:42:14 UTC

I use checklists for the assessments of group work because I think it is important for students to check the development of their work, to analyze and develop critical thinking about the results.

I think that with the examples of the Co-Lab scripts, I can greatly improve the assessments of the collaborative works.

Maria Rizza/Sicily

rowri — 2016-11-19 00:03:43 UTC

I must admit that I have never used rubrics or checklist to assess collaborative work because before attending this course my concern was to assess the students output and products rather than their outcomes, Moreover, I now understand that I was not so good at managing group work in the sense that studdents did not work collaboratevely Now I can realize the difference between cooperation and collaboration,, the meaning of knowldge construction, problem solving skill requiremenys, communcation skill requirements Etc, In short I find that the 21CLD Learning activity rubric is a tremedously helpful tool for me as a teacher because it guides me in a clear way to discriminate betwwen what is correct and what is not .

Daniel Caridade, PT

dcaridade — 2016-11-19 12:28:35 UTC

These assessment tools and tips were very enlightening, and I will make good use of them, going forward. I tried checking out the http://www.eun.org/scenarios link, but it doesn't seem to be working.
I found all the tips and guidelines very uselful and I'm working, as of now, in building these tools the help students with self and peer assessment.

Rui Vieira, Portugal

miguelvieira_com — 2016-11-19 16:31:09 UTC

The course coordinator explains what and how to assess collaborative learning, based on the CO-LAB Assessment Guidelines. Rubrics and checklists are introduced as useful tools for assessing collaborative learning and tips on how to construct them are provided, together with available examples.

It is very important to evaluate in collaborative learning: the skills and and the tools.

It should exist a flexible evaluation with to useful information for the formative part . The model should be chosen acording to the work to be done based on the results of Individual and collective learning, the teamwork and goals of the group , the methodological process, the product and the targets.

Rubrics are important as tools that make possuble to grade and evaluate

I consider the checklists extremely usefull: i use them in my classes very often because they can helo students to follow a guideline but they can still be crative and do as they understand they should .

Giuliana. Spain

2016-11-19 17:55:11 UTC

I have used rubrics Icreated by using tools on the internet . They are helpful , otherwise the collaborative work would be difficult to evaluate. I need more practice anyway.

Evi Karella-Greece

spevispevi — 2016-11-19 23:22:01 UTC

I have never used rubrics or checklists but I think they are very useful assessment tools

Maria Tomaz, Portugal

anjostomaz1 — 2016-11-20 00:05:29 UTC

I am of the opinion that the students should participate in the construction of the evaluation elements, in this way they are more involved in the process. It is not an easy task, but it is very enriching. I have used group work evaluation grids, but this reflection is very useful and I will take into account the characteristics focused here

Carmela Cundari- Italy

melcunda — 2016-11-20 11:38:08 UTC

Although I know rubrics and how to construct them, I have to say, honestly, that I've never used them to evaluate students work (I've used them to evaluate my work).
The video of the course coordinator is very clear and useful and I'll work on it.
What I find very useful is to involve students in the construction of the rubric, it will make students more focused on what they are going to do.

Nazaré Firmino, Portugal

nazare_firmino — 2016-11-20 15:54:37 UTC

I usually make a checklist to evaluate a group work, but I never involve students in the process. The reflections and the tips presented in the video seem to be useful and effective tools that I will apply in the future

Angeliki Kougiourouki, Greece

akougiou — 2016-11-20 16:21:12 UTC

I made my first rubrics about a MOOC that I attended but I never used rubrics before to evaluate my pupils because I often use padlets, googleforms, kahoot and answergardens to do it so. When developing eTwinning projects I try to involve my pupils in evaluation by asking them to write words of emotions about the project or to form questions. After words I use these questions in google forms in order to make a questionnaire and send it to them.

Natália Ferreira, Portugal

2016-11-20 16:39:05 UTC

Depending on the collaborative work, I make checklists to evaluate it or rubrics, but with 5 levels. Before the work the students get to know these tools but never involved them in its construction. The information given in the video and the CO-LAB Assessment Guidelines available in the resources section of this module are useful tools that I will apply in the future.

Manuela Ortigao, Portugal

mortigao — 2016-11-20 18:20:51 UTC

I already used rubrics to assess collaborative work and sometimes I use Likert scales and quizes to give students feedback about their progress, with those options I can collect information that can be displayed in the shape of scales. I think the given tips are very useful. Next time I will try to use checklists in assessing collaborative work.

Ariana Vacaretu - Romania

ariana_vacaretu — 2016-11-20 21:06:25 UTC

I have constructed rubrics and I have used / (and still) use rubrics. I have also created checklist. I didn't involve the students in creating them, but I have discussed them with the students - I really believe students perform better if they know what are our expections. Both, rubrics and checklists help a lot - it makes the assessment more transparent, it supports the students' learning and the assessment is more objective - however, the hardest part is to create the rubrics and/ or the checklist.

Laurentina Soares, portugal

2016-11-20 23:38:09 UTC

I never used existing rubrics and checklists to assess collaborative work, but it seames very interesting. I think it's a good solution involve students in the design of assessment tools, for they know what and how they will be assessement. They also will be more motivated if they participate in these process.
My experience in assessemnet colaborative work is whith the use of forms and quizs to evaluate indidual work. But I will learn how to construct rubrics and checklists and will take the tips in mind.

Elisabete Gouveia, Portugal

2016-11-21 00:04:49 UTC

In my opinion, it is difficult to use a rubric evaluation but I think that the students must participate in the evaluation process. It's not easy but it is very enriching.

Isabel Cabo

isacabo_1978 — 2016-11-21 01:01:08 UTC

I have constructed rubrics and checklists to assess collaborative work. Involving students in the design of rubrics, checklists or other assessment tools it´s very useful, because the students understand better the assessment method. The tips given for constructing rubrics and checklists in the video it´s very useful to do myself documents.

Cristina Abegão

2016-11-21 02:03:02 UTC

I think it's a little bit difficult to use construct a rubric. However the students must participate in the evaluation process. The tips mentioned on the video are very useful.

Cinzia Masia, Italy

attasonitabas — 2016-11-21 09:06:06 UTC

I have started using rubrics in my school since we have decided to assess and evaluate competences . It is not so easy to design rubrics specially if you want to use a simple one. They are useful indeed. All the suggestions in the video are really interesting and useful to get a clear idea of all the opportunities.

Marina-Italy

2016-11-21 11:44:19 UTC

Unfortunately, I do not have experience in constructing rubrics but I've prepared some checklists when working with other collegues. I hope to find a right way to build them, both for my motivation, and for their. I think all the tips I have been listening until now are useful and will use the examples given

Ana Elisabete Teixeira, Vila Nova de Cerveira- Portugal

anasaojoaoteixeira — 2016-11-21 15:06:21 UTC

At my school, I have not yet begun to implement collaborative learning activities, because first I have to understand exactly how to apply and evaluate. So my experience with the use of headings and checklists has not started yet. With regard to the involvement of students in the design of the rubrics and checklists used in the evaluation of their work, I now believe, thanks to this course, that it is a critical step to improve their involvement and receptivity in collaborative activities. The tips provided in the video for the construction of rubrics and checklists are, of course, very useful, as well as the guidelines contained in the CO-LAB Evaluation Guidelines.

Google Translator

Münevver, Turkey

2016-11-21 17:24:04 UTC

I haven't created rubrics on my own so far because I was using existing ones, but of course I was adding or omitting some parts to these rubrics according to the objectives of the work. After the video I have realized that it is not as difficult as I have thought. I think involving students in the design of rubrics is a brilliant idea, as they will realize more about the importance of the project they will carry out and also they will be more careful about what they should do or shouldn’t during the process. As for the tips about constructing a rubric I have learned these;
An assessment model could be based around:
(a) Individual and collective learning outcomes; (b) Teamwork and group goals including individual commitment;
(c) The methodological process adopted to implement and complete the project or task;
(d) The product or;
(e) A mix of targets.
If we want to make an assessment at the end of a class, the assessment tool will have to be simple and not take too long to implement. A complex tool could provide us with biased data or hasty information. A checklist in this case could be adequate, but a written reflection would probably be of little use. If our goal is to provide information to the learners about their progress, we need instruments to collect information that we can display in the shape of scales, trend lines or graphics. When the purpose of the assessment is to provide further information to the teacher for example, using infographics, mind maps, portfolios, blogs or multimedia presentations can be appropriate options. Any of these assessment methods can use digital media tools, although this is not necessary. If using digital media, statistical analysis and content analysis tools can be useful. In other cases, rubrics can be used to assess specific items or learning outcomes.

Harisa, Greece

terxara — 2016-11-21 20:23:51 UTC

I have started to use rubrics for evaluation of homework this year but not of group work. I have created some sort of rubric using a specific app. By watching the video of this section, I realized that I have to focus more on assessing objectives of learning not the content.

I haven't involved my students in making of rubrics and I am not intending to do it very soon.

Palmira Serrano, Portugal

palmiraserrano — 2016-11-21 21:08:02 UTC

I have not yet used rubrics to assess, but I've already used checlist for it, created by me.
I think the involvement of the students in the creation of these tools will be very useful, because they will know what will be the target of the assessment.
The guidelines and examples given in the CO-LAB Assessment Guidelines are very useful and I intend to use them in the future.

Irena, Poland

irenagd — 2016-11-21 22:47:50 UTC

I used only checklist to assess colaborative work prepared by others. I have not experienced myslef in designing rubrics. I used quizzes to help students assess their engagement in the project work. I am sure that involving students in designing the rubrics can be very effective and bring good results. It can clarify if students understand the teacher's intensions and helps to make common conclusions which can influence their learning outcomes. students being aware of the final expectations can work more task oriented and feel satisfied with the goals achieved.

Jose, Portugal

jafscruz — 2016-11-22 00:50:17 UTC

I am using rubrics in my school to access levels of competence. Usually it's hard to design rubrics, so I tend to use it the simpliest that I can, and for that I use students to help me define them. I also use checklists when workgroup have milestones well defined in a product construction activity. The suggestions made in the video are important to be aware of different perspectives and possibilities on how and what to assess.

Honorata Pereira, Portugal

honoratapereira — 2016-11-22 01:10:17 UTC

In my teaching I use rubrics and checklist, created by me and my students. We create the checklist to help you set goals and the rubrics are done based on goals.
However, I have some difficulty in evaluating the collaboration of each element of the group, so the guidelines and examples given in the CO-LAB are usuful .

Conceição Aleixo, Portugal

caleixonline — 2016-11-22 10:08:17 UTC

The guidelines and examples given in the CO-LAB Assessment Guidelines seems very useful as an orientation for constructing rubrics and checklists. When I use rubrics and checklists to assess collaborative work I usually adapt some existing samples.

Patrizia, Italy

patrizia_brion — 2016-11-22 16:25:17 UTC

I have used rubrics so far which I created with teacher's groups. With some activities those rubrics have worked all right, sometimes they turned out to be not so useful for specific activities. The Assessment Guidelines are, from my point of view, extremely useful and I think also easy to apply.

Ionela Lazea, Romania

kameeliah16bis — 2016-11-22 17:28:34 UTC

I have never used these rubrics but they seem to be very adaptable. I guess I will try them out.

Fayna McNulty, Spain.

faynally — 2016-11-22 20:51:46 UTC

This video was very interesting in the point of view of guiding me to create effective assessment tools. I normaly use checklist, simple ones, as self-assessments but I have always wanted to create a rubric resource bank for any type of unit and/or project evaluation. The guides given in the video on how to create effective, and useful rubrics are very significant for our job.
In Spain, our curriculum includes evaluation descriptors and suggests us to use rubrics as an evaluation tool, but does not give us the guides on how to create them, and since the laws are continuously changing, teachers are not motivated to work on creating rubrics as evaluation tools just because, as said in the video, they seem to be complicated and a hard work.
Thank you for all the clear ideas shown in the video!

Mariana Tomás, Portugal

nita_ramos_tomas — 2016-11-22 21:34:36 UTC

When I can, I use a checklist to evaluate a group work, and I sometimes involve students in the process. It depends in the students.

Amélia, Portugal

ameliamagalhaes — 2016-11-22 23:59:59 UTC

Francisco Pinto, POR

2016-11-23 15:19:21 UTC

I have never used checklists for assess colaborative work. I find it interesting to include students in the construction of checklists.

Sandra Teixeira, Portugal

2016-11-23 16:10:30 UTC

I have never used checklists for assess colaborative work, but they seem to be practical and very adjustables. I find it interesting to include students in the construction of checklists. I think that I am going to try them with my students.. that's why I engaged this course... learn more makes me a better teacher/professional.

Anna Bormida

annabormida — 2016-11-26 06:31:37 UTC

Genova , Italy
I've never used rubrics or checklist to assess collaborative work. I'm at the beginning of this work and I'm just learning a lot from the course.
I'm going to use all your suggestions and involve students in the building of the checklist .
The examples are also very important ,n my opinion !

Anna Maria, Italy

mattielloannamaria — 2016-11-26 21:45:05 UTC

I'm using checklist for self assessment in this period at school and my students can assess themselves easily and honestly and they are much more responsible for their learning. I use rubrics to assess key competences.

Cristina Parente, Portugal

CrisParente — 2016-11-27 15:19:08 UTC

I've already used rubrics (for example, I used Rubistar) and checklists to assess collaborative work. I've never involved sutdents in the design of rubrics or checklists but I'm thinking of doing it in the future in order to have their involvement in all aspects of the process. Both the tips given in the video for constructing rubrics and checklists and the guidelines and examples given in the CO-LAB Assessment Gyidelines are extremely useful.

I have already used rubrics and checklist to assess collaborative work and I think it would be a great idea to have the children construct their own for this purpose. I find the guidelines and examples given in CO-LAB Assessment Guidelines very useful.

paulina_rozmus — 2016-11-27 21:29:54 UTC

Virginia Esteves

virginiaesteves — 2016-11-30 11:19:18 UTC

I usually use checklists to assess collaborative work. Students are involved in the assessment as they have to do self assessment very often. We have several good examples in Co-Lab Assessment Guidelines that I would like to try in the future with my classes.