Rubrics make assessment easier for the learner and instructor. The learner knows what the instructor is looking for concerning how they will be evaluated individually and as a team. The instructor can observe and assess the learners level of performance based on how the learner interacts within the learning community. The group presentation and individual effort rubrics on page 45 and 46 of Paloff's and Pratt's book, Collaborating online, offer two well thought out rubrics for each aspect of online and individual effort. Using Google docs, I have had online teams assess their performance as well as the performance of their team mates. With this tool, students were able to give honest feedback without feeling peer pressure.
Learners make a decision about learning online in a collaborative environment. Teammates can assist apprehensive learners by reaching out them via email, video chat, or a phone call, to help them ease their fears, or clarify what is needed for the team to be successful. Having a rubric allows the learner to see the expectations of the project. This will assist the apprehensive learner in making a decision about how they will be assessed. Feedback by the instructor will allow the learner to be guided through a coaching process that allows the learner to be successful. For learners with disabilities, the assessment shows growth through the learning objective. An alternative rubric could used in such a case for that student or population of students.
Reference:
Paloff, R., Pratt, K., (2005) Collaborating online, Josey-Bass Publisher
Chris,
ReplyDeletei agree that the instructor can work to guide a learner like a coach. This is a technique that some student flourish under. What can we do about the student that resists guidance? Is there any way to have their peers encourage them or perhaps a counselor? I struggle once in a while with students that are disengaged and obstinate. Breaking through that level of resistance is complex. I am always looking for ways to break through those barriers.
I think I will try your suggestion of using Google docs for a performance assessment area. Should be an interesting way to solicit peer review.
Jeri
Chris,
ReplyDeleteHolding all members of a learning community accountable by the use of a rubric is the best idea! Rubrics provide black and white standards by which work is to be judged; there is little wiggle room. If a student does not participate in a learning community, and the rubric specifically states that, say, 2 or more discussions are expected each week, that student's course grade will suffer.