Collaborative learning has increasingly become an integral part of distance education programming. In fact, Palloff and Pratt (2005) further argue that "collaboration enhances learning outcomes learner isolation in an online environment" (p. 8). To this end, George Siemens' discussion on collaborative assessment accurately highlights that current assessment models are too "individualistic" and lack a broader evaluation of what is learned through online collaboration ("Laurette Education," 2008).
Online collaborative experiences simulate real-world work experiences that involve "collaboration or connected problem-solving" to improve upon an idea or product (Marcinek, 2011). Therefore the increasing relevance of collaboration in learning must also reflect in the types of assessments being used to evaluate learning in these forums. An example of a collaborative assessment tool might include the use of a peer rating to further establish the contributions of each group participant ("Education Laureate," 2008). Marcinek (2011) even suggests that teachers of high school students or college freshman might even want to go as saying that every student will "receive an A" to "allow students to learn without pressure" within a given set of guidelines that structure their group work efforts. Needless to say, the idea of assessing collaboration does involve of system evaluative tools that move beyond the use of an A, B, C, D or F marking. Nevertheless, Siemens does argue that any assessment tool used in evaluating collaboration in distance education should be "fair," "direct," and "equitable" ("Laurette Education," 2008).
There are many challenges to learning online. This is especially true in circumstances that may involve a reluctant online student learner who prefers to and/or may work better when in isolation. An instructor of such a student may seek further ensure that a structure of trust has been established and the roles have been equally divided to work within the strengths among all members of the group he/she may belong too. Outside of this intervention, the student should be held accountable by his/her peers and instructors to meet the criteria and/or goal the group may be working towards. The overall assessment plan, whether it encompasses the use of a peer rating or other metrics, should stand as is.
Blog Reference:
Marcinek, A. (2011, February 16). Importance of collaborative assessment in a 21st century classroom. [Blogpost]. Retrieved from
Laureate Education, Inc. (2008). Principles of distance education: Assessment of collaborative learning. Baltimore, MD: Author.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
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