Assessing
Accountability in Collaborative Learning Environment
Establishing
assessment for a set of objectives takes careful planning on the instructor’s
part. With so much to consider and incorporate in the assessment process,
instructors have to develop an effective plan that will enable learners to
successfully achieve the intended goals. In doing so, the instructor will
ensure the validity of the assessment. Instructors in an online environment
have the task of using collaborative interaction as an assessment. “Collaborative
interaction is the heart and soul of the online environment” (Oosterhof, Marie Conrad & Ely, 2008). Through collaborative
interaction, learners have the ability to participate in resolving problems,
explaining content, and providing feedback among each other.
As
an instructor, how can you ensure that the learners effectively collaborate with
one another? What are some strategies that can promote a learning environment that
allows everyone to have a sense of belonging and significances? How can you
ensure that the collaborative interaction between group members are engaging
and impacting to the learning environment?
For
additional guidance, refer to the scoring rubric for this discussion prompt.
Scoring Rubric: Assessing
Accountability in Collaborative Learning Environment
|
||||
Quality
of Work
|
A:
Exemplary
4
|
B:
Satisfactory
3
|
C:
Needs
Improvement
2
|
F:
Unacceptable
0
|
Content
|
Content clearly relates to collaborative interaction. Content
analyzes all strategies needed to make collaborative interaction effective
within the learning environment.
|
Content relates to collaborative interaction. Content analyzes
some strategies needed to make collaborative interaction effective within the
learning environment.
|
Content relates to collaborative interaction. Content analyzes
one strategies needed to make collaborative interaction effective within the
learning environment.
|
Content does not relate and/or analyze strategies needed to
make collaborative interaction effective within the learning environment.
|
Organization
|
Structure is very organized with well-constructed
information.
|
Structure is organized with well-constructed information.
|
Information is organized, but information is not
well-constructed.
|
The information appears to be disorganized.
|
Quality
of Information
|
Information clearly relates to the main topic. It includes
several supporting details and/or examples.
|
Information clearly relates to the main topic. It provides
1-2 supporting details and/or examples.
|
Information clearly relates to the main topic. No details
and/or examples are given.
|
Information has
little or nothing to do with the main topic
|
Written
Expression and Formatting
|
No grammatical, spelling or punctuation errors.
All sources (information and graphics) are accurately
documented accurately in APA format.
|
Almost no grammatical, spelling or punctuation errors.
All sources (information and graphics) are accurately
documented, but a few are in APA format.
|
A few grammatical spelling or punctuation errors.
All sources (information and graphics) are accurately
documented, but many are not in APA format.
|
Many grammatical, spelling, or punctuation errors.
Sources (information and graphics) are not accurately
documented in any format.
|
Final
Grade
|
A: Exemplary
A=
4.00 - 3.75
|
B:
Satisfactory
B
= 3.50 – 2.75
|
C:
Needs Improvement
C=
2.50 – 1.75
|
F:
Unacceptable
F=
1.00
|
Reference
Oosterhof, A., Conrad, R.-M., & Ely, D. P. (2008). Assessing
learners online. Upper Saddle River, NJ: Pearson.
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