Evaluating the Process

• Did someone assume the role of project manager?
• How did the team members work out who would be responsible for what?
• What happens when someone is late or uncooperative?
• What needs to be in the student preparation instruction to help students have a good learning experience?

• Understand the types of evaluation and assessment that are appropriate for online group projects
• Reflect on the group project process and consider changes and improvements that can be applied to future projects

• Apply rubric to own product
• Present product to whole class with peer review using rubric
• Summary discussion - purpose of the activity, closure

• Understand ideas behind several grading and evaluation schemes for group project products and participation
  • Student / peer-to-peer
  • Assessment / evaluation
  • Defined expectations / requirements
  • Rubric
  • Project product grade
  • Individual participation evaluation
  • Process feedback
• Formulate activities for students reflect on project work and derive additional learning from the process
• Allow more time for debriefing. Let the students reflect on their experience, come up with valuable insights, and share them with each other.

• Assessments and Evaluation � Best Practices
  http://acadweb.snhu.edu/DE/Goddard_Gretchen/assessmentsandevaluationbp.htm

• Draft a post-project questionnaire for your project

• Contribute to the discussion and comment on the contributions of two others [reflection]

• Create and use a variety of assessment tools to measure student learning.� Self-evaluations, quizzes, reports, interviews, weekly homework, graded discussion board participation (quality and quantity), small groups, course related assignments, portfolios and journal review are just a few of the ways in which to diversify assessment
• Provide students with clear grading criteria
• Tie a grade to the collaborative activity (activities).� Online, this is the best way to ascertain students progress and involvement in the class
• Require college level writing.� In an environment that is predominately text based, this is critical.� Provide examples of what you expect.
• Provide examples of assignments
• Create self-tests for each section to allow students to monitor their own progress.
• Return of assignments with feedback and grade is recommended within four days
• Assess student learning frequently.�� Students and instructors are able to monitor and adjust more rapidly than if they were assessed only twice.
• Intervene when necessary.� Email a student who seems to be falling behind and ask if they have questions or direct them to resources.
• Do not rely on only one or two forms of assessment to measure achievement of learning goals. For example only having a mid-term and final or only having one paper.� This will not give an accurate account of student learning and ignores the fact that students have different learning styles online.
• Discuss assessment strategies with other instructors to determine feasibility.
• Use the Gradebook