Assessing Collaborative Learning Communities

Assessing Collaboration in a Learning Community

Assessing a collaborative learning environment has its difficulties. Making sure that all students feel that they are assessed justly is important to the learning community. Palloff R., and Pratt, K. state, "Effective classroom assessment: is learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in good practice" (2005, chap. 4). Having students reflect on their own learning is one way to assure fair assessment. Giving students a rubric with a grading scale is a great way for learners within a group to do a fair assessment of its members. Participation in both online learning communities and face to face classrooms is important to the discussions that take place. A student should be informed of the required amount of participation that is expected. If a student does not participate the instructor should question why. The student may be having difficulties with the course, be shy, or not feel sure of the knowledge they have to contribute to the collaboration of the group. Members of a group may notice that a member is not participating and voice concerns. The group members may be able to solve the issues on their own. Members of the collaborative learning community that do not participate should not impact the learning of the other group members. The other members should continue to do the work required of them. The instructor should continue with the assessment plan for individuals as stated in the course.

Reference

Palloff, R. and Pratt, K. (2005). Collaboration online learning together in community.

San Francisco, CA: John Wiley & Sons, Inc.