Assessing Collaborative Efforts

As George Siemens states educators face many challenges while assessing collaborative learning (Siemens, 2009). Therefore, participation in a collaborative group should be by the instructor, peers, and self-assessment. The four models of assessment for collaborative learning online discussed by George Siemens include, students assess their peers, student feedback from online communities, educators assess based on metrics from learning management system and educators assess student contributions. I believe by providing an array of assessments the instructor is able to reach various types of learners with different learning styles. The varying levels of skills and knowledge students bring to the course should not affect the instructors “fair and equitable assessment” of learning because students should be assessed on the stated outcomes and their participation in the larger environment.

“In a society where individual contributions are highly acknowledged, collaborative learning communities can be a challenge for many students” (Siemens, 2009). If a student is unwilling to participate in networking and collaborating the other members of the group should talk with the student to determine why he or she does not want to participate. If the student still does not participate in collaborating activities, the instructor should be informed. The role of the instructor is to explain course expectations and design learning experiences that create a mix of individual and community based learning (Siemens, 2009). The instructor should also emphasize the importance of working together. This has a major impact on an instructors’ assessment plan, because they must create a plan that assess individual and collaborating activities.



References

Laureate Education, Inc. (2009). Assessment of collaborative learning. Principles of distance education. Baltimore: Arthur.


Laureate Education, Inc. (2009). Learning communities. Principles of distance education. Baltimore: Arthur.