3.1 Assessment for improving collaborative learning

3.2 A sports teacher's experience of assessing collaborative learning

3.3 An ICT teacher's experience of assessing collaborative learning

3.4 Collaborative learning and student peer reviews

3.5 Collaborative learning - What to assess and how?

3.6 Answers to teachers' questions on assessing collaborative learning
3.7 Module 3 Learning Activity
3.8 Module 3 Resource Section

3.1 Assessment for improving collaborative learning

Assessment has multiple goals, but in this section we will specifically look at its impact on strengthening the improvement of learning collaboratively. In addition to helping students position themselves in the learning process and become aware of the extent of their efforts to achieve objectives, assessment also needs to make learners take responsibility for their own learning by helping to regulate their efforts, identify their strengths and weaknesses, and enable them to seek help in order to overcome difficulties.
It is crucial that assessment doesn’t discourage learners, but rather strengthens their commitment to learning. Assessment should encourage students to learn collaboratively and not encourage competition. It should also contribute to a collective conscience promoting the belief that we learn better in groups because we can overcome our difficulties more easily when we help one another.
Feedback regarding assessment must be brief, clear and timely.
Assessment has to be useful for learning; it must make sense for those being assessed and not only for those assessing
Assessment self-evaluation with the use of rubrics focussed on collaboration, critical thinking, problem solving, negotiating and other life skills. I have also introduced more and more peer reviews for mutual feedback. But all these activities usually come into play only at the end.  If some of the key words related to collaboration are: Added Value, Respect for others and Negotiation, how can these items be evaluated within a group and then lead to individual summative assessment?  e flipped classroom, for guided study at home, and cooperative learning, for the research work at school on original documents coming from a local archive.  the main difficulty I found was in identifying how to guarantee the quality of the collaboration – participation of students