Using Peer Assessment in the Design of Online Collaborative Learning Environments Carolyn Awalt University of Texas at El Paso Paul Resta University of Texas at Austin Copyright Carolyn Awalt and Paul Resta, 2002. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

Focus of Presentation: Why use peer/self assessments in a collaborative learning environment? Description of course context Who creates the assessments? How do the assessments work? What are the benefits for the instructor and students? What future developments are planned?

Why use peer/self assessments? In the collaborative environment, the instructor must reconceptualize his or her role as a 'teacher' and “create a set of opportunities and reward structures that encourage students to look upon their interactions with their peers as valuable resources for learning rather than focusing on memorizing lecture-type material presented by an instructor.” (Hiltz, S.R. and Benbunan-Fich,R., 1997)

Why use peer/self assessments? Collaborative learning based on understanding that learning is a social process best done in groups. Need to provide both individual and group accountability in completion of the learning tasks. Need to establish positive interdependence of group members for successful collaborative learning environments.

Why use peer/self assessments? Collaborative learning cannot be assessed in traditional T-F, multiple choice ways Collaborative learning involves a process - formative assessment is more suitable Instructor is better able to monitor and assess work done within the group Students have a chance to learn how to assess their work in a group over a series of projects Students have opportunity to use the assessments to help them improve their performance as a group member

Description of course context Students in the online courses came from both the off-campus and on-campus programs One of the main goals of the courses was to provide authenticity through the use of real-world metaphors for the learning contexts, student roles, project tasks, organization and structure of the virtual learning teams.

Student-Centered Learning Environment

Description of course context Students assigned to an online team for duration of course Students communicate with instructor and among themselves using e-mail, online chats and threaded discussion messages to class folders. Students work together in teams to address complex problems

Community as Important as Content Communities of practice All are learners, all have the opportunity to contribute to the knowledge of the community Learning to Be vs. Learning About

Group Processes In Community Building Orientation Forming Different Views Storming Cohesiveness Norming Performing Flexible Tuckman (1965)

Student Options and Choices Create opportunities for student choice and input by providing varying assignment Options to tie projects to personal interests or work

Online Collaboration/Teamwork: Skills and knowledge Able to commit to a shared goal Able to listen and respond to others in an objective and productive way Open and honest with one’s ideas, concerns, and values Able to be a leader as well as a follower Sensitive to the needs and feelings of other members of the team Not carrying hidden agendas into team projects and tasks

How do the assessments work? Constructing the norms: Students given readings on team work Students identify the 2-3 norms that they think most important As a team they discuss those and submit the team’s top 3 norms Class votes online to decide the norms they would like to use Norms are converted into web-based forms Instructor indicates norms that must be included Norms can be added for specific roles in particular projects

Example of Student Voting on Norms

How do the assessments work? Peer/Self Assessment Process Students practice using the assessment tool. Near middle of a project there is a“How am I doing” exercise to help students’ reflect on group process At the end of a project, students use the web-based form to evaluate their own efforts and, anonymously, those of others on the same team Students receive the results of the assessment Teams reflect on what they did well and what they want to improve

Peer Evaluation Forms Example of Self and Peer Evaluation Form Example of Product Evaluation Rubric

Benefits for instructors Provides multiple levels and types of assessment information Helps provide information to monitor progress and participation of individual students Moves from vertical to horizontal communication in class Share the assessment burden with students Shift role from information transmitter to learning facilitator

Benefits for Students Dialogue and discussion help students move to deeper levels of understanding Multiple perspectives Safe environment for conflict in ideas Learn to work effectively in high performance learning team Use assessment standards to judge their own efforts and work in the classroom, online and in their future professional lives.

Future Developments Changes in design to include: Tools to facilitate monitoring and management of virtual learning teams New displays of peer assessment results