Assessment of collaboration can be a challenge. Siemens (2010) suggests making changes to assessment models from an individual to a group process as well as changes to participatory pedagogy. Students can be assessed on contributions and feedback from classmates. A learning management system may also be in place to monitor students activities. Participation in a learning community is essential to the success of the group.
Palloff and Pratt (2007) suggest the feedback and assessments of the learners to be done with consideration of levels/skills of the learner. Personally, I feel that this would be a hard thing to interpret on part of the instructor.
If a student has a clear understanding of an online environment as well as clear expectations, the choice not to participate would result in a lower assessment grade. The instructor is the one who needs to address the situation with the student and grade accordingly. Assessment would be altered to include only output of what the student produces and nothing more or less.
http://blogs.asaecenter.org/acronym/2010/06/the_hard_work_of_collaborative.html
Palloff, R M. & Pratt, K. (2005). Collaborating Online; Learning Together in Community. San Francisco: Jossey- Bass.
Siemens, G. (2010). Assessment of Collaborative Learning. Retrieved from Laurete Education DVD.
Siemens, G. (2010). Learning Communities. Retrieved from Laurete Education DVD.
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Hi Jeannine,
ReplyDeleteI agree that lack of participation in the community project should result in a lower grade. Probably, at one time or another, we have all been burned by a collaborative activity where the work load was not equally yolked yet everyone received the same grade. This is not fair to the participants who worked harder and longer on the project. I agree that management systems that monitor an individual's activity online is one answer to this problem. Also, when students are made aware upfront what the expectations of participation are, there should not be any questions when they grades reflect their lack thereof. Good post.
Neena
Hello Jeannine:
ReplyDeleteI do agree all learners should be held accountable for their actions. A lack of participation should result in a deduction of points and ultimately lowering the grade of the learner. I also feel a rubrics should be given to the learner justifying the deduction of points. This way both the instructor and the learner agree on the situation. Do you agree?
Amy,
ReplyDeleteRubrics are an excellent way of informing the student of the points being received for an assignment etc.
Jeannine,
ReplyDeleteI agree that participation is important if the group is to be successful, but, as you said, it can be difficult for an instructor to interpret the participation because of differences in skill levels. I think, though, that the same is true in face-to-face courses. When I grade student essays, I strive to be as fair as possible, but there are times when I have to take a significantly lower skill level into consideration in order to be fair to that particular student. (For instance, this year I had two students who came to me brand new to the U. S., so I had to grade what I received from them accordingly.)
Making sure that participants in an online learning community are well aware of the course expectations in terms of their participation is crucial, and I agree with you that the instructor should handle the situation and grade them according to their lack of participation.
I think once a rubric is given, each student within that group should be graded accordingly. However, how does an instructor know who's working accordingly? I think that's a decision and a tough one, the instructor has to make. Let's face it, we know someone who's worked their tale off and rec. little credit or none whatsoever. Plus, we've been one of those people at times who were behind; granted maybe not as much as some are but hey-things happen..
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