How should participation in a collaborative learning community be assessed? How do the varying levels of skill and knowledge students bring to a course affect the instructor’s “fair and equitable assessment” of learning?
Participation in a collaborative learning community should be assessed based on the student’s input, depth of knowledge and citation of information provided. Palloff & Pratt (2007) wrote that if instructors have done a good job of establishing learning guidelines and outcomes, as well as the criteria for evaluating student performance, then establishing a formative process of student assessment should be relatively easy. So when the guidelines have been set and the rubric has been provided then students know the criteria on which they will be assessed. I feel that varying skills and knowledge students bring to a course should not affect the instructor’s “fair and equitable assessment” of learning. I say that because expectation are set forth in the beginning the syllabus and students know what is expected of them. I feel that as we progress to higher levels of learning the expectations of students should not be lower based on abilities but every should graded equally which is fairness to me.
If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?
When a student does not want to network or collaborate in a learning community I feel that student should be dropped from the course because of a lack of participation. It really put the other students in the online class at a disadvantage because of the lack of participation. It’s a disadvantage because a lot of times especially at the masters or higher lever the number of students in a course is not that high. So every students registered for the class input is needed to make it a learning community. The role of the instructor is basically to asses the performance of the students and provided the blueprint of instruction for the course. I feel that once the students has been informed of their lack of participation by the professor the rest is up to the student. The impact this would have on the assessment plan would simply be failure of the course.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.
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