For those already in the program (or those interested in obtaining a post-baccalaureate degree) the Collaborative Assessment refers to this method of assessment.
What Is Collaborative Assessment In Online Learning?
If you are a student considering a new class, you may be considering an online course to start your journey, and how you decide to complete your journey is probably going to vary greatly depending on a few factors.
Computational Assessment Through the Internet
CODIAU – the Consortium for Educational Testing and Assessment that is a leading authority on assessment in higher education – defines collaborative assessment as the application of faculty decision making to assess students’ responses. How this is executed is defined by CODIAU.
A collaboration assessment program consists of 2 components:
CODIAU defines “interpersonal” and “facilitative” based on an understanding of how your faculty and the course instruction occurs. When an educator gives assessment information (10 questions per module, as proposed in this fact sheet) to a group of students, he or she may choose to use two methods (two times), or one method (one-to-one). When faculty members give assessment information (10 questions per module, as proposed in this fact sheet) to a group of students, they may choose to use two methods (two times), or one method (one-to-one). In either manner, faculty are able to determine the contextual characteristics necessary to accommodate the specific needs of a given learner (i.e., English learner, ESL learner, Financial Aid learner, Early Identification Learner, and so on). This process is not formalized, but that is what we mean by collaborative assessment. When a student responds to a test question during his or her interaction with his or her peers (or peers who know the question well) and instructors correctly identify what that student is not doing in response to that question, there is at least some, if not the whole answer to that question. In this approach, the outcome is a count of more than 50% of the answers. If the average of the responses to that question is 100%, then 1/3 of the correct answers were provided by the students in the collaborative assessment group. This poses some challenges to those who choose the traditional one-to-one assessment where the face-to-face teaching component is skipped.
The inherent benefit of utilizing this process is that it is not yet a well-defined discipline, but rather a step being added to the norm. Online collaboration is an emerging strategy that is fitting into various strategies in various areas of higher education. The blended learning movement at large is driving this change, and it will only increase as video conferencing and online collaboration become easier and cheaper to acquire and implement. Using collaborative assessment will allow educators to be more prescriptive and specific in how they recognize and help to develop critical thinking skills, collaboration skills, and emotional intelligence among a rapidly-evolving student population in the modern learning environment.
The Potential Risks
One of the benefits of using this approach is that it can be used in this day and age where instructors have limited one-on-one time with their students. However, the implementation of this model should really be considered carefully and analyzed in a way that allows for both the goal of learning and the goal of collaboration and specific skills development to remain in synch.
Collaborative assessment is worth keeping an eye on in the higher education marketplace. Using this type of approach will allow you to be more prescriptive in how you are helping your students, but it will also allow you to fit the right type of assessment into the most appropriate form. The first step in a college and university admission process is to satisfy the admissions requirements, but the second step is to build a quality final product. Confusing the two is clearly not a good idea.