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engaged the instructor is with the process, the better the final products will be. A Learning Facilitator Checklist may help you in the facilitation process (Insert 1.2).


Post-project evaluation Once the writing has been completed, students shift into the post-production


phase. This phase consists primarily of two elements - sharing and evaluation. In the past, the professor has typically been the only audience for student writing. Digital technologies, however, offer many opportunities to expand the audience for student writing. From simply asking students to post their final papers in a Blackboard discussion forum where they can see each other’s work, to formal presentations in class, to publishing the products publicly on the Web, students can share their knowledge with a much larger community. Evaluation consists of not only the faculty assessment of the collaborative writing, but also group members’ evaluation of each other. This could require the distribution of a set amount of points among the team. This differential requires students to allocate more points to some and less to others. Students may be part of the process to develop the criteria for evaluation of group member participation.


Assessing Collaborative Writing Evaluation of student work can take two primary forms - faculty and peer


evaluation. Faculty can evaluate the final product created as well as assess the process that students' followed in the course of their work. You will need to decide between grading the whole group or assigning each student an individual grade. It could even be helpful to incorporate formal or informal peer assessment from other group members in assigning the grade. Classmates can also offer qualitative feedback on the projects either in class, or through posted comments. A blend of instructor and peer evaluation is often a rich way to assess the product of collaborative work (Insert 1.3a; Insert 1.3b; Insert 1.3c).


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