Page 15 - Formal learning groups-Self Paced Guide

Approaches to assessing collaborative work

There are varying approaches when deciding to assess collaborative work. According to
Barkely, Major & Cross (2014), some of these approaches are as follows:

Instructor: In this approach, the instructor does the assessment of the group

process and group work. Contract grading and competency-based grading can

be used in this approach. In collaborative learning contract grading outlines the
criteria by which the learning task will be evaluated and how grades will be
apportioned. Meanwhile, within competency-based grading students are given
grades based on them achieving competencies outlined by the instructor.

Student Self-Evaluation: This approach facilitates active involvement of

students as they are required to reflect on their participation and contributions
made within their formal learning groups. This type of approach is an
important aspect of collaborative learning since self-evaluation and reflection
aid students in taking responsibility for their own learning. Self-evaluation can

be done through reflective essays or via a self-evaluation form.

Student Peer Evaluation: Within this approach students assess the work of
their peers by identifying degrees and levels of competence. This type of
assessment approach is used to access the group process. Instructors are

encouraged to guide students on how peer evaluations are done, since
some of them may lack the skills or might not be confident in evaluating
their peers. In this approach a student-peer evaluation form is used.

Group Evaluation: Group evaluations are used to evaluate how group
members felt about the group process. They can be done midway of the
learning task, as a formative evaluation, or they can be done at the

culmination of the group project. Group evaluations are normally done via
a group evaluation form.

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