Learn more about rubrics and alternative assessments in our
Criteria for assessing individual and group Wiki contributions.
Assess individual blog entries, including comments on peers' blogs.
Assess learning during social networking instructional assignments.
Criteria for assessing ability to share perspectives, refine thoughts through the writing process, and participate in meaningful discussion
Features of a sandwich to graphically show the criteria
Karen Franker's rubric includes six defined criteria for assessing team and individual responsibility
Six defined criteria for collaboration with strong performance descriptorsCarnegie Mellon's Eberly Center of Teaching Excellence & Educational Innovation provides helpful resources for assessing team projects.
Group Selection and Size
Groups can be formed using self- selection, random assignment, or criterion- based selection. This study used self- selection, where students chose their own group members. The choice of group size involves difficult trade- offs. According to , smaller groups (of three) contain less diversity; and may lack divergent thinking styles and varied expertise that help to animate collective decision making. Conversely, in larger groups it is difficult to ensure that all members participate. This study used a group size of four. There were 24 students in the collaborative learning treatment group. Thus, there were six groups of four students each.
Essay Computer-supported Collaborative Learning - …
Tweet; Whether in or out of the classroom, most individuals have benefited from team collaboration at some point in their lives.A Nature And Benefits Of Collaboration Nursing Essay.
Why Project Based Learning (PBL)
According to , students are capable of performing at higher intellectual levels when asked to work in collaborative situations than when asked to work individually. Group diversity in terms of knowledge and experience contributes positively to the learning process. contends that cooperative learning methods improve problem- solving strategies because the students are confronted with different interpretations of the given situation. The peer support system makes it possible for the learner to internalize both external knowledge and critical thinking skills and to convert them into tools for intellectual functioning.
Project Based Learning’s time has come
The collaborative learning group participants were asked for written comments on their learning experience. In order to analyze the open- ended informal responses, they were divided into three categories: 1. Benefits focusing on the process of collaborative learning, 2. Benefits focusing on social and emotional aspects, and 3. Negative aspects of collaborative learning. Most of the participants felt that groupwork helped them to better understand the material and stimulated their thinking process. In addition, the shared responsibility reduced the anxiety associated with problem- solving. The participants commented that humor too played a vital role in reducing anxiety. A couple of participants mentioned that they wasted a lot of time explaining the material to other group members. The comments along with the number of participants who made those comments are described in Table 2.
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Research Question II
Will there be a significant difference in achievement on a test comprised of "critical- thinking" items between students learning individually and students learning collaboratively?