Scribd
Upload
85 views

3.3 English Transcript PDF

This video discusses using assessment to improve collaborative learning. It states that assessment should encourage and strengthen collaborative learning rather than competition. Assessment should provide feedback to help students identify their strengths and weaknesses, seek help to overcome difficulties, and take responsibility for their own learning. The assessment should also encourage students to benefit from teaching others and use brief, clear, and timely feedback. Formative assessment provides contextualized feedback to improve teaching and learning. Self-assessment focuses on individual commitment and goals. Summative assessment provides a formal record of learning but should also consider group work, projects, and other artifacts.

Uploaded by

Adela Redes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
85 views

3.3 English Transcript PDF

This video discusses using assessment to improve collaborative learning. It states that assessment should encourage and strengthen collaborative learning rather than competition. Assessment should provide feedback to help students identify their strengths and weaknesses, seek help to overcome difficulties, and take responsibility for their own learning. The assessment should also encourage students to benefit from teaching others and use brief, clear, and timely feedback. Formative assessment provides contextualized feedback to improve teaching and learning. Self-assessment focuses on individual commitment and goals. Summative assessment provides a formal record of learning but should also consider group work, projects, and other artifacts.

Uploaded by

Adela Redes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

Video 3.

2: Assessment for improving


collaborative learning
The content of this video is based on the CO-LAB Assessment Guidelines, prepared by Doctor Luis
Valente. You can find the CO-LAB Assessment Guidelines in the resource section of this module.

Assessment has multiple goals, but in this video we will specifically look at its impact on
strengthening the improvement of learning collaboratively. In addition to helping students position
themselves in the learning process and become aware of the extent of their efforts to achieve
objectives, assessment also needs to make learners take responsibility for their own learning by
helping to regulate their efforts, identify their strengths and weaknesses, and enable them to seek
help in order to overcome difficulties.

It is crucial that assessment doesn’t discourage learners, but rather strengthens their commitment to
learning. Assessment should encourage students to learn collaboratively and not encourage
competition. It should also contribute to a collective conscience promoting the belief that we learn
better in groups because we can overcome our difficulties more easily when we help one another.

Everyone who teaches knows well that in the process of teaching something to somebody else, you
come to understand better the subject of what you’re teaching yourself. Assessment should
encourage students to benefit from this process. The effectiveness of the message given to students
is also key to keep in mind when designing and implementing assessment. Feedback regarding
assessment must be brief, clear and timely. Self-assessment and peer assessment can be fast, timely
and objective when assessing collaborative learning if:

(1) it is implemented in parallel with learning activities,

(2) it uses the same language used by group participants,

(3) it is conducted diplomatically so as not to create obstacles in the social relationship of the group.

Ultimately, assessment has to be useful for learning; it must make sense for those being assessed
and not only for those assessing.

Purpose of assessment

The benefits of assessment relate directly to how effective the assessment is. The assessment’s
internal and external credibility, legitimacy and reliability recognized by stakeholders has a significant
impact on its value and potential.

Let’s consider three types of assessment, each with a different purpose: Formative Assessment, Self-
assessment and Summative Assessment.

(a) Formative assessment can help to improve teaching strategies and students’ study because it
provides very contextualized feedback both to students individually and to groups, as well as to their
teachers.

Simple assessment tools can be used for formative assessment, as long as the goals are clearly
defined. It is necessary that those involved realize the importance of the selected assessment tools,
and acknowledge their value. Feedback must be immediate, to have direct effect on the learning
process, so it’s important to use assessment tools which are easy to build, easy to use and provide
easy data analysis.

(b) Self-assessment should focus on individuals and their commitment, motivation, engagement
in teamwork and their ability to achieve personal goals. Group goals can be formulated using
checklists or progress level scales applied over a pre-defined timeline systematically or at particular
milestones while carrying out projects or tasks.

(c) Finally, Summative assessment aims to provide a formal academic record of students’
learning progress and to establish proficiency levels. Often summative assessment is confined to
tests only, which is not fair. If students are requested and expected to engage in group work, develop
projects and present results, build blogs or other digital products, then summative assessment
should consider these type of “artifacts” as learning outcomes to be assessed.

For summative assessment to consider these learning outcomes, we need to assign a weight to each
of them in the final summative assessment, so as to take account of students’ work as a whole. It
may be that you are working in a school which does not integrate these types of learning outcomes
into the final assessment. This may indicate a need for change through negotiation with relevant
stakeholders, and crucially ensuring that students are involved in defining the assessment model.

You might also like