Assessing Collaborative Efforts

Assessment

Participation in a collaborative learning community should be assessed in multiple ways to ensure that the activities are meeting the stated outcomes that are to be mastered within the learning environment. I feel that when students understand that goals can be reached through various avenues they are more comfortable to spread their wings and participate as opposed to when collaboration can only take place in one specified way. Siemens (2008) gave four models of assessments which can be used within collaborative learning communities which were:

1. Peer assessments
2. Feedback received from online communities such as comments and discussions
3. Student contribution within or among the learning community
4. Learner management -
   - number of times logged in
   - number of hours spent online
   - number of posts made within a discussion or comment section

Varying levels of students' skills and knowledge should no longer have a tremendous impact on the assessment process of an instructor as various strategies have come about such as differentiated instruction. Assessments should be based on one's ability to show growth over a period of time. Siemens (2008) discusses how a student with low abilities may enter a class and not meet or succeed on a given task, but if that student has displayed growth, credit should be given accordingly. This is also to a student that may be very skillful in the area being assessed, if the this student does not show any growth, but is able to show understanding of the skill has any learning truly occurred? Siemens (2008) explains that assessments are not always a grade, but about demonstrating learning. It is also important for the instructor to understand that assessments are teacher-based activities that should allow for opportunities to give feedback on student progress as well as a tool to assess the educator's ability to convey the information in a way that others are able to display a sense of understanding (Siemens, 2008).

Participation

If a student is unwilling to network or collaborate in a learning community for an online course, there is not much that the other members of the learning community, as a whole, can do. The other members of the group can attempt to communicate with the unwilling party in an effort to show him/her that their participation is valuable in more ways than just carrying their weight. The group can also create roles for each person in an effort to make everyone feel as though they are needed and without their piece the puzzle will not get completed. Lastly, and probably the most important, the group needs to maintain communication with the instructor as to what is, or should I say what is not, happening. This way the instructor will be aware as well as can also reach out to the person and inform him/her of their need to be involved. The instructor should be a mediator as well as a motivator for both the group and the person unwilling to participate in the learning community. At times the person unwilling to participate has a reason and the instructor can be that person to identify that reason and assist with overcoming whatever barriers may exist. There is also a need to keep the group motivated to move on, sometimes it only takes one to spoil the bunch. Siemens (2008) suggests for an instructor to have an assessment based on collaboration in an effort to encourage participation from everyone. This should have a positive impact on the instructor's assessment plan as the assessment is able to reflect to the importance of the desired outcomes and objectives which would be positive, productive collaboration among individuals.



References:

Laureate Education, Inc. & Siemens, G. (2008). Principles of distance education. [Vodcast: Assessment of collaborative learning.] Baltimore: Author.

Laureate Education, Inc. & Siemens, G. (2008). Principles of distance education. [Vodcast: Learning communities.] Baltimore: Author.