In this activity students were divided into groups of 5.
Each group had a a specialist to research a topic suitable for the brochre examples being 'Les monuments de Paris' 'Le Transport'
Students changed groups to join other specialists so new groups were formed. Research took place and findings were reported back to their original groups. The six groups then created a brochure and had to present them to the class through the medium of Padlet.
Each group chose a preferred brochure presenting reasons for their choice.
This is high collaborative learning as the students share a common goal, they decide on the content themselves and they own their work.
Are they working together?
Do they have shared responsibility?
Are they making substantive decisions?
Are they working interdependently?

can help to improve teaching strategies and students’

study because it 

provides very contextualized feedback both to students individually and to groups,

as well as to their teachers. Feedback must be
immediate, to have direct effect 

on the learning process, so 

it’s important

to use assessment tools which are easy to build, easy to use and provide 

easy data analysis.

assessment should focus on individuals and their commitment, motivation, engagement 

in teamwork and their ability to achieve personal goals. 
Group goals can be formulated. Checklists or progress level scales applied over a pre-defined timeline systematically or at particular milestones while carrying out projects or tasks..

Summative
assessment aims to provide a formal academic record

of students’ 

learning progress and to establish proficiency levels
Often summative assessment is confined to tests only, which is not fair. If students are requested and expected to engage in group work, develop 

projects and present results, build blogs 

or other digital products, then summative assessment 

should consider these type of “artifacts” as learning outcomes

to be assessed

. 

learning when students’ assessment is based on their personal performance it results in

a reduction of team spirit, whereas when evaluation is 

based on teamwork,

some members become 

disengaged and leave 

the others to carry out the work I made sure that I informed students about the evaluation criteria at the beginning of the 

activity.I had to make the 

evaluation in each group 

using three different factors

What point did you like most 

in the other group’s 

presentation? 

Did you find some

thing different in the presentation?

What would you keep from

their presentation, which

would you like to use 

yourself in a future presentation?
Student reflection through feedback through constructive criticism and positive affirmation.

Did I participate in an active way 

providing information and ideas

for my group?

Did I listen carefully to what the other members suggested?

Did I applaud and encourage the efforts of other members? Did I do something to alleviate the 

tension and the conflicts within the team?
Pupils are asked to answer on a scale including the options:

YES – LITTLE–NO
Individual performance
Peer evaluation sheet with similar questions to above evaluating the individual performance.

 

What difficulties did you
experience that you didn’t expect? Is there something you 

would change if 

you could 

start from the beginning?

the following benefits of collaborative learning assessment:

1 It is a student centered process

2 Promotes students involvement in the assessment tasks

3 Promotes students responsibility and motivation towards the learning process

4 Promotes self -reflection and students argumentation

5 Students can learn socially from each other

6 Promotes digital literacy through the use of digital web 2.0 applications

7Promotes development of 21st century skills and competences

with and what roles to have.
Ask students to peer review one or more digital products made by other students or small teams and set up groups in order to ensure objectivity and

freedom of judgement.
Encourage self-improvement through reflection on other people's work and the 

exchange of constructive feedback among peers
Random Picker Tool

http://www.classtools.net/randomnamepicker/64_42Jcc2

http://www.miniwebtool.com/randomnamepicker/

Sometimes the involvement of a whole class is necessary in order to investigate, analyse and synthesize acquired contents 

and notions in creative, original ways

https://www.tes.comlessons

Kahoot, Socrative or Quizalize are our favourite tools for quick checks.Using technology makes collaboration easier

 I think the idea of using random name picking tools is an excellent way to move students out of their comfort zone hence encouraging them to make more of an equal effort within the group collaborative task. I agree with Anne in that it will ensure objectivity and is more likely to increase constructive feedback from peers.
However I am very interested in the following statement

Learning can 

students are collaborating?
Effective strategies such as
Jig Saw Strategy
Think-Pair-Share
3-2-1
Assigning Group Roles
Anticipation Exercise
Mind - Mapping.............. for assessment for learning.
Final presentations
Peer Review Sheets
Self Review Sheets
for Summative Assessment
http://www.jct.ie/wholeschool/classroom_strategies

task at hand
 assessment model 

(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.

How to assess

To make an assessment at the end of a class. A checklist

in this case could be adequate

Our goal is to provide information to the learners about their progress . A choice 

of instruments include Likert scales, checklists, rubrics and quizzes with detailed feedback

The use of rubrics is a speedy and

collecting information on students’ learning and can be used to provide feedback to 

stakeholders.

Rubrics are very useful as they

are flexible and effective for both self-and peer-assessment. 

Teachers can also use them to

give formative feedback if the descriptors are sufficiently 

clear and objective
Goodrich (1996) states that "rubrics can improve student performance, as well as 

monitor it, by making teachers' expectations clear and by showing students how to meet these expectations".

When constructing a 

rubric make sure your criteria is based on characteristics of the learning outcome, and not of the task itself
Involving students in the design of rubrics is really effective
http://www.europeanschoolnetacademy.eu/documents/10180/0/CO-LAB+Guidelines+for+Assessing+Collaboration/0c5184cb-3650-48f0-bfe0-51434fe39d80

  Using checklists
Checklists help us to identify 

flaws of attention,memory and accuracy
Good checklists are accurate, efficient, well targeted and easy to use in all situations, provide clear clues on the most critical and important aspects and are, above all, practical. 

The criteria are...

Each criterion represents an aspect of a standard, curricular goal, or instructional goal or objective that students are intended to learn.

Each criterion has a clear, agreed-

upon meaning that both 

students and teachers understand.

Each criterion describes a quality in the performance that can be 

perceived (seen or heard, usually) by someone other than the 

person performing.

Each criterion identifies a separate aspect of the learning 

outcomes the performance is intended to assess. 

All the criteria together describe the whole of the learning 

outcomes the performance is intended to assess.

Able to support descriptions along a continuum of quality

Each criterion can be described over a range of performance 

levels

four dimensions:

factual (facts, events),

conceptual (concepts, ideas),

procedural (how to do),

meta-cognitive (explanations). Peer assessment
Self - assessment and Peer-assessment could be considered as more authentic than other 

assessment methods as they may help students to move away from seeing teachers as the main 

source of judgement about the quality of their learning outcomes, to a more autonomous and 

independent way of learning. Usually in peer-assessment, each learner assumes the role of assessee as well assessor; in other words doing the learning activity themselves, as well as providing feedback on their peers’ work.
Differentiating individual participation: 

their ability to negotiate,-

their ability to persuade others,-

their ability to integrate

ideas from others,
including different or contrary ideas.

We can give value to:-

their respect of unusual viewpoints or inventive ideas

-

their originality

-

their individual handicaps

By assigning a percentage weight to individual assessment as part of the summative assessment 

related to group work, we can achieve differentiation that, on the one hand gives validity to the 

assessment and on the other hand becomes formative because it develops self-regulation.
Discreet assessment

Discreet assessment can be within collaborative practice when students are not aware that they are being assessed. They must know that they could be observed and assessed without advance warning.
The use of Mind Maps,=Concept Maps and Infographics

When we use non-standard assessment tools such as concept maps and mind maps or infographics,we are using extremely useful and versatile tools that are capable of valuing different skills from 

what is usually assessed.

 

experiences also provide mutual support and assistance for planning and implementing 

lessons, assessing 

students’ progress, sharing professional concerns, and addressing students’ 

learning needs

Successful teacher

collaboration begins with finding time to 

connect with colleagues, remaining open, sharing thoughts, and being ready to provide 

support.

Collaborate with students, peers, parents, and community members us

ing 

digital tools and resources to support student success and innovation

.



Participate in local and global learning communities to explore creative 

applications of technology to improve student learning



Develop and model cultural understanding and global

awareness by engaging 

with colleagues and students of other cultures using digital age communication 

and collaboration tools

Professional Learning Network

(PLN)

:

Are you going to be a good team member?
Do you have the skills to be a team member ?

Are you going to contribute in a positive way to the work of the team? 

Do you have a lot of personal skills: do you have the skills around communicating, or the skills around talking about conflict  or empathy or emotional skills, or psychological skills to work as a group.
There has to be a common task
Defined Roles
Leadership
Shared responsibility
We have to value each 

individual, what they bring to the group
Teachers are often most

motivated by what their students

can get out of something. (REWARDS)

You actually need time to build the team skills and to get to know 

the different members

of the team, and to build trust and trustworthiness.

.