Assessing collaborative learning does not have to be a challenge. The assessment must be fair according to the level and knowledge of the student. Siemens (2008) suggests we should follow collaboration models. He says students can assess themselves, receive feedback from online learning communities, and be assessed via contributions made to the communities. Learning management systems like Moodle or even wiki websites give students an opportunity to participate in and contribute to activities. An advantage to these tools is that they can be monitored by the instructor and students can learn from one another. The students can learn and grow at their own pace. In other words, assessment is formative which is good for the students that do not do well with more traditional testing methods.
Some people excel using summative assessment methods and frown upon collaborative learning which causes the community members to become frustrated if they are expected to work together to create a final product. However, the learning community may be able to motivate these students because it has been found that these communities “promote communication, social interaction, and deeper understanding [which] increases participation” (Moller, et.al., 2005, p.141). After all, as Siemens (2008) mentions, “the concept of assessment has broadened beyond mark based assessment, is based on degree of student growth, and based within authentic contexts”.
Instructors can work toward getting hesitant students to work collaboratively by providing expectations in the beginning. Siemens (2008) discusses learning communities and suggests there are two ways to encourage learners to participate in the learning platforms. He says the assessment model has to change and that learners need to role-play because society works as a system of participants that provide expert contributions to a larger body to accomplish one product.
References:
Moller, L., Huett, J., Holder, D., Young, J., Harvey, D., & Godshalk, V. (2005). Examining the impact of learning communities on motivation. Quarterly Review of Distance Education, 6(2), 137–143. Use the Academic Search Premier database, and search using the article's Accession Number: 17913809
Siemans, G. (2008). Assessment of collaborative learning. Laureate Education, Inc. DVD. Principles of Distance Education. Baltimore: Author.
Siemans, G. (2008). Learning communities. Laureate Education, Inc. DVD. Principles of Distance Education. Baltimore: Author.
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6 days ago
Tracee,
ReplyDeleteI concur with the tenet that the learning communities “promote communication, social interaction, and deeper understanding [which] increases participation”. After digesting the assigned reading and viewing a couple of other blogs on the merits of collaborative learning, the question that comes to my mind is what methods or what scenarios are best suited for this type of exercise. Do we include a group assignement for the sake of doing that exercise, or are there particular assignments that are best suited for promoting a collaborative effort? In my area of work, I would use this in those training situations that are deemed most applicable.
Mark