All for One & One for All: a Multi-Faceted Model for Assessing Collaborate Learning in Higher Education

All for One & One for All: a Multi-Faceted Model for Assessing Collaborate Learning in Higher Education

  • Version 1.0.0
  • Download 4
  • File Size 1.01 MB
  • File Count 1
  • Create Date August 2, 2018
  • Last Updated August 2, 2018

All for One & One for All: a Multi-Faceted Model for Assessing Collaborate Learning in Higher Education

The paper presents a case-study of an experiment that used a multi-faceted assessment model, borrowing insights from complexity theory, in a graduate course titled ",applied evaluation",.The students', final course-grades were derived from two sources:(1) a test , (2) an evolving team-based learning portfolio that was assessed by the team itself, based on a set of criteria which were negotiated, defined, documented and agreed upon within the team. The portfolios were presented in an exhibition where each team got/gave feedback to/from the other teams.The paper elaborates the multi-faceted mechanisms of the design, that (a) provided for a combination of participatory and external assessment, and of formative as well as summative evaluation, (b) presented the students with authentic tasks that required self regulation and high-order thinking, (c) made the students practice giving and getting written peer feedback, (d) addressed potential free-riding, and (e) created inter-dependent networks, that required frequent contacts. Findings from the students', reflections show that this facet of the model was especially problematic for them, because their collaborative work relied on face-to-face meetings despite the fact that everyone lived and worked in a different place. The model should therefore be amended to insure that the teams make optimal use of modern technology and conduct their meetings mainly in cyberspace.Key words: evaluation, collaborative learning, complexity, higher education, portfolio

Attached Files

FileAction
paper_5b93f6c.pdfDownload 
Menu
X