Presentation on theme: "Carolyn Awalt University of Texas at El Paso Paul Resta"— Presentation transcript:
1 Using Peer Assessment in the Design of Online Collaborative Learning Environments Carolyn AwaltUniversity of Texas at El PasoPaul RestaUniversity of Texas at AustinCopyright Carolyn Awalt and Paul Resta, 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.
2 Focus of Presentation: Why use peer/self assessments in a collaborative learning environment?Description of course contextWho creates the assessments?How do the assessments work?What are the benefits for the instructor and students?What future developments are planned?
3 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)
4 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.
5 Why use peer/self assessments? Collaborative learning cannot be assessed in traditional T-F, multiple choice waysCollaborative learning involves a process - formative assessment is more suitableInstructor is better able to monitor and assess work done within the groupStudents have a chance to learn how to assess their work in a group over a series of projectsStudents have opportunity to use the assessments to help them improve their performance as a group member
6 Description of course context Students in the online courses came from both the off-campus and on-campus programsOne 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.
8 Description of course context Students assigned to an online team for duration of courseStudents communicate with instructor and among themselves using , online chats and threaded discussion messages to class folders.Students work together in teams to address complex problems
9 Community as Important as Content Communities of practiceAll are learners, all have the opportunity to contribute to the knowledge of the communityLearning to Be vs. Learning About
10 Group Processes In Community Building OrientationFormingDifferent ViewsStormingCohesivenessNormingPerformingFlexibleTuckman (1965)
11 Student Options and Choices Create opportunities for student choice and input by providing varying assignmentOptions to tie projects to personal interests or work
12 Online Collaboration/Teamwork: Skills and knowledge Able to commit to a shared goalAble to listen and respond to others in an objective and productive wayOpen and honest with one’s ideas, concerns, and valuesAble to be a leader as well as a followerSensitive to the needs and feelings of other members of the teamNot carrying hidden agendas into team projects and tasks
13 How do the assessments work? Constructing the norms:Students given readings on team workStudents identify the 2-3 norms that they think most importantAs a team they discuss those and submit the team’s top 3 normsClass votes online to decide the norms they would like to useNorms are converted into web-based formsInstructor indicates norms that must be includedNorms can be added for specific roles in particular projects
15 How do the assessments work? Peer/Self Assessment ProcessStudents practice using the assessment tool.Near middle of a project there is a“How am I doing” exercise to help students’ reflect on group processAt the end of a project, students use the web-based form to evaluate their own efforts and, anonymously, those of others on the same teamStudents receive the results of the assessmentTeams reflect on what they did well and what they want to improve
16 Peer Evaluation Forms Example of Self and Peer Evaluation Form Example of Product Evaluation Rubric
17 Benefits for instructors Provides multiple levels and types of assessment informationHelps provide information to monitor progress and participation of individual studentsMoves from vertical to horizontal communication in classShare the assessment burden with studentsShift role from information transmitter to learning facilitator
18 Benefits for StudentsDialogue and discussion help students move to deeper levels of understandingMultiple perspectivesSafe environment for conflict in ideasLearn to work effectively in high performance learning teamUse assessment standards to judge their own efforts and work in the classroom, online and in their future professional lives.
19 Future Developments Changes in design to include: Tools to facilitate monitoring and management of virtual learning teamsNew displays of peer assessment results