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Most faculty members are comfortable grading individual assignments. However, when setting up collaborative assignments, one of the challenges is when


and how to evaluate the process, grade the project, or try to figure out ―whose work am I grading?‖


General Principles:


 Remember that not all collaborative assignments need to be graded for students to be learning


 Use evaluation to teach the process of collaboration by grading parts of the process or by involving students in setting up the evaluation criteria


 Assessment can happen at any time; evaluation is usually focused on a product  Formative assessment can allow for continuous evaluation during the collaborative writing process; Summative assessment provides an overall evaluation of the projects


 If peer reviewers are trained to frame their comments in the form of questions, the writer will still be doing all the work.


When we typically think of assessment, we may tend to think of the final grade on an exam or paper. An assessment, however, can take a variety of forms:


 Formal and informal  Formative and summative  Instructor-led and peer-led


Assessment can serve primarily as a measuring stick to compare student progress in a given class. It can also serve as a learning tool for students to recursively develop their understanding more fully. The focus and form of the assessment should always connect with the assignment objectives and student learning goals.


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