Assessing participation in a collaborative learning community does not have to be difficult. George Siemens suggests four different models of collaborative assessment that relieve the educator of the responsibility of being the sole evaluator (Laureate Education, Inc., 2008). The first is peer evaluation. This is where students assess their peers. The second is when the educator directs students to an online community where they receive feedback. The third model is the educator’s evaluation. This model is the one that will most likely result in a grade. An example of this would be wiki participation and by monitoring the activity log of the learning management system (LMS) for participation. The final model is the actual coursework submitted through the LMS.
The varying levels of skill and knowledge students bring to a course can affect the instructor's fair and equitable assessment of learning. The instructor must deal with these differences on a case by case basis. But these differences can be a good thing. The stronger students have more to share and the weaker students have more to gain. George Siemens suggests educators move beyond a strict mark-based assessment, where the student is graded on a test or paper, and consider and assessment based on student growth (Laureate Education, Inc., 2008).
Many students enter into an online program because of the freedom of study that it offers. They appreciate the idea of completing the coursework, at their own pace and their own convenience. They like the idea of independent study, and ”are resentful when asked to work with others” (Palloff & Pratt, 2005, p. 31). If a student does not want to network or collaborate in a learning community for an online course, other members of the learning community have some options. Students in the group should try to resolve the problem at the lowest level possible. Some gentle coaxing through email asking if there is a problem could get the recalcitrant student back in the mix. Or a message sent out to the entire group reminding everyone of their responsibilities outlined in the group charter could also jumpstart participation.
The instructor plays an important role in reducing these risks. One way to do this is by setting the stage for successful collaboration by requiring group charters and providing clear and concise participation and expectation guidelines (Palloff & Pratt, 2005). This is further facilitated by securing buy in at the beginning through the use of learning contracts or agreements on how they will work together (Palloff & Pratt, 2005).
References
Laureate Education, Inc. (2008). Assessment of Collaborative Learning. Baltimore: Author.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
Daniel, I thought in your first paragraph you meant to provide me with four ways of not grading, yet I only see one -> peer assessment. Perhaps I misunderstand ? Our assignment states we are to include contextual hyperlinks -> "Includes substantial connections to the global learning community by linking to other professionals' postings in blogs, podcasts, and/or Webcasts." In blogspot, the chain in the hyperlink icon OR the html code is on this page (minus the 'h') http://durffstudyskills.pbworks.com/w/page/18414685/Link%20title%20code
ReplyDeleteLisa, I provided examples of all four methods. See the first paragraph.
DeleteHello Daniel,
ReplyDeletePeer assessment is one of George Siemens collaborative assessments. I feel that peer assessment can be a wonderful tool if used correctly. I also have some reservations about this type of assessment. I wonder if this type of assessing is accurate because how can we as educators make sure that all students are being honest. They may score their friends higher than they ought to. Some students may not be mature enough and give inaccurate assessments on purpose. Those are just a few concerns I have about peer assessments. For the most part, if the students are mature and honest, I think it is a wonderful tool to have. How do you feel about peer assessments?
That is why peer assessment should only be a part of the overall assessment model. Peer assessment should be complimented with learning management system assessment, facilitator assessement and feedback recieved from online comminities.
DeleteHi Daniel,
ReplyDeleteGreat point on the fact that peer assessment should be just one means of assessing the individual. I usually give my fourth graders a chance to peer evaluate each other in oral presentations and collaborative projects, utilizing checklists. This score is added to the score I give as the teacher for an overall score.