Assessing Collaborative Efforts

Participation in a collaborative learning community should be accessed through rubrics, learning modules with active learning, and feedback among students. Ongoing assessment of student performance linked to immediate feedback and  individualized instruction supports learning (Swan, 2004). Siemens stated that true and real assessment should include assessment based on standard outcomes, direct and equitable assessment (Laureate Education, 2008).  The varying level of skills and knowledge has a major affect on the instructor’s assessment of learning. Every person’s skills vary from attained knowledge and levels of ignorance. It is certain that many of the core concepts required to take certain courses are equally known from student to student. Along with the different levels of knowledge and skills comes insight provided to the instructor on the class strengths and weaknesses. Students should always participate in collaborative learning because of the wealth of knowledge it spreads for communication. If a situation develops where a student doesn’t want to participate in collaborative learning, other classmates should try to break the barrier and persuade the student to partake in collaborative learning. Instructors should play a vital role by being as positive and helpful to students as possible. This type of approach can sometimes assist with a student that does not want to network. The student would probably feel more comfortable when they are surrounded by positivity.  Collaborative learning is an essential and vital aspect for success in distant learning courses. As humans, we all have our faults and make mistakes; therefore, we sometimes need the advice of others to help and assist when needed. Lack of communication in a distance learning course could  hinder success for the student’s assessment plan. Even though the student may be quit capable of being successful in the class, the lack of participation and collaboration could hinder their grade and the completion of degree requirements.

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.

Swan, K. (2004). Relationships between interactions and learning in online environments . The Sloan Consortium, 1-7.

Comments were posted to the following blogs:

Erica, 

http://ericaeduc8842.blogspot.com/

I like the way you posed “What If” questions and then provided answers.  I agree that in a global world, we have  been prepared to collaborate in real time and synchronously.  Distance education  provides us with the reality of that concept. Students will be prepared to teach and facilitate their own classes. When we are placed  in collaborative situations, we  are indeed provided reinforcement of knowing how to work asynchronously and synchronously.  I enjoyed reading your blog. You did a great job!

Michael,  

You did an excellent job! I agree that self assessment can come in the forms of reflection and portfolios. Portfolios are a must in the educational field and it provides us with ongoing evaluations of a student’s progress. Most of the assessments you talked about in your blog, were assessments that we already do at Walden, which was great!  For example, we do peer assessment frequently which provides great feedback to students. We also provide comments and  suggestions to help support our peers in a collaborative setting. I enjoyed reading your blog!

http://michaelkirsch.blogspot.com/