How should participation in a collaborative learning community be assessed?
Participation in learning communities should be assessed with the outcome of the product requested to be created. Usually collaborative learning requires many parts to a whole, similar to Seimens' (2011) analogy to the completion of an airplane. Learning community assessment should be fair to all parties involved, and it is not a mention of the amount of feedback from each of the participants but how participants work together to understand the concept being taught and the final product.
How do the varying levels of skill and knowledge students bring to a course affect the instructor's 'fair and equitable assessment' of learning?
The fair and equitable portion of assessment depends on the relationship with the facilitator and the student. Teachers are faced with this problem on a daily basis when required to make accommodations for special education students. Student rapport is important because of the amount of learning from the beginning to the end of the term can not be determined without knowing where the individual levels are from the start. Each student brings knowledge and experiences to the group when collaborating and creates a unique view for the group to analyze and eventually come to a consensual agreement on how to present or complete the project.
If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do?
Learning community members should attempt to reach out to the non participants for feedback and to question their well being in hopes to create a relationship. The relationship formed should spark a sense of community and increase their participation in the community. According to Seimens, there is a sense of hesitation when participating in a group because of individualized instruction throughout history. Encouragement of communication and feedback is detrimental when collaborating in a learning community.
What role should the instructor play?
The instructor should be the facilitator in the learning community- fostering a pleasant urging of communication among group members. The instructor should also probe students to think outside the box and add to the discussion.
What impact would this have on his or her assessment plan?
The assessment plan would have to be based on a rubric and it will be the discretion of the instructor to determine the amount of knowledge gained throughout the process of the group assignment. Each individual in the group will be graded individually and possibly as a concerted team effort toward a genuine sense of community within the group.
Seimen's Video on WaldenU.edu
Hi RaKinah
ReplyDeleteI agree but I also think that the rubric has to be very specific so that there is no doubt as to what the requirements are.
Helen
You are right. When I first started teaching,I found myself creating rubrics for my classes and using creativity as a category without an undoubted description-since then I have been much more detailed.
ReplyDeleteAs a student I find the rubric extremely useful and it is usually my first resource when undertaking a class to keep me on track.
ReplyDeleteHelen
As both an instructor and a student, I enjoy having other students / peers to rate assignments as well as including assessment by the instructor. Have you had any previous experience with this? If so how do you feel about it?
ReplyDeleteJason
As a student I have been in classes before where there has been no interaction with some students even after instructor intervention. We know the outcome would be failure in the class but if the student never participates and accepts the failure, everyone in the group still suffers from the lack of work. It is important for the instructor to recognize the problem and not grade the group members for lack of work but on persistance.
ReplyDeleteAs a teacher, I always have students not willing to participate even with the grade used as an incentive. I do my best to engage students in these types of projects and activities but it is a difficult position to be in if the student does not respond.
Sherri Carey
Hi RaKinah & Sherri,
ReplyDeleteWhen learners choose not to participate in a collaborative activity, it can create a lot of difficulty for the group, the learner and the instructor; however, this is an example of an authentic situation that occurs in the workplace and should not be compensated for in the classroom. If an instructor assigns a group activity, a significant portion of the grade for that activity must be collaboratively assessed. Consider the following situation:
Mrs. Jones hires Fictitious Landscaping to redo her yard. Included in the project is the removal of six trees, building garden beds around the perimeter of the house, installation of an irrigation system and the seeding of a new lawn. She is planning a party, and the landscaper has committed the work will be done at least two weeks before the party. The landscaper is capable of all the work except the tree removal. For that, he hires a tree removal company. The company he hired doesn’t fulfill its responsibility and as such, doesn’t get paid. The landscaper, however, cannot complete the job until the trees are removed. Mrs. Jones doesn’t want to hear excuses – she hired Fictitious Landscaping to do the job. The landscaper is forced to hire another company at an added expense to get the job done.
In a classroom, if someone in a group doesn’t do his/her share, while it may seem unfair, at some point the group must assume responsibility and complete the task. In cases like this, it is not a matter of awarding extra credit to the participating group members, but penalizing the member who did not contribute.
The positive aspect of collaborative activities and assessments is teaching learners the value of working together and how to work together.
Cheers,
Margaret
Rakinah,
ReplyDeleteThis is a little off the cuff, but I liked how your broke the two questions down into smaller elements and addressed them specifically.
Debi
@ Jason= Yes I have encountered this before
ReplyDelete@ Sherri-= Imagine attempting to incorporate group work to alternative school children who are virtually inable to be engaged scholastically.
@ Margaret= Your analogy is great
@ Deb= That is the linear step by step person in me LOL