PRESENTATION
FOR
COURSE WORK
Theme:
Assessment in cooperative
learning
Student: Jalilova Risolat Shukhrat kizi
Contents of course work
INTRODUCTION
CHAPTER I. COOPERATIVE LEARNING
1.1. Evaluation techniques for cooperative learning
1.2. Why and how to use Cooperative Learning
CHAPTER II. STUDENT ASSESSMENT IN COOPERATIVE LEARNING
2.1 Theoretical perspectives on assessment in cooperative education
2.2 Assessing Cooperative Learning Projects
CONCLUSION
THE LIST OF USED LITERATURE
THE APPENDIX
COOPERATIVE LEARNING
Cooperative learning is an instructional model in
which students work together toward a common
goal
 Research has clearly shown that cooperation
results in higher levels of achievement. Although
students may be a part of a cooperative learning
environment, they are also responsible for their own
individual achievement. This makes student
evaluations a challenge because you are evaluating
individual as well as team effort. This paper will
review the alternatives for assessing the
participation of individual student on a team as
well as discuss the cases in which each approach
was used. It identifies the positives and negatives of
each approach.

Cooperative Learning
Students work together in small
groups and learn through
interaction with each other while
the teacher coaches the process.
5 Major Phases in cooperative
learning
1.Teacher clarifies goals, provides a hook and
introductory information
2.Organizing student teams with clearly defined
roles
3.Facilitating team activities, including academic
learning, social skills & cooperative
behavior
4.Assessment student knowledge throughout
the process and/or by team presentations
5.Recognizing both group & individual efforts
such as active participation and taking
responsibility for learning
Phase 1: Goals, Hook &
Introduction

The 3 instructional goals of cooperative
learning are:
1. Academic achievement,
2. Tolerance and acceptance of diversity,
and
3. Development of social skills

Considering how I will communicate
these goals in my introduction
Phase 2: Teams and Roles

Organizing materials, learning
experiences and small group activities by
paying attention to 4 key features:
1. Form heterogeneous teams
2. How students will work together in small
groups (Student Teams, Jigsaw, Group
Investigation, Think-Pair-Share)
3. How behavior and results will be recognized
or rewarded
4. Realistic time estimate
Jigsaw-Teams
Think-Pair-Share
Four- and Six-Cluster Seating
Arrangements
The Swing Seating Arrangement
Cooperative Learning Roles May
Include …
Group recorder
 Materials collector
 Reporter
 Final copy scribe
 Illustrator
 Timekeeper
 Cheerleader/
Facilitator
 Monitor
 Messenger

Phase 3: Facilitate learning, social
skills & cooperative learning


Helping with Transitions
Teaching Cooperation
◦ Task Interdependence
◦ Social Skills
 Sharing Skills
 Participation Skills
◦ Communication Skills
◦ Group Skills
 Team Building
◦ Teaching Social and Group Skills
Phase 4: Assess Throughout and/or
with Presentations




Testing Academic Learning
Assessing Cooperation
Grading Cooperative Learning
Recognizing Cooperative Effort
Phase 5: Recognize Group &
Individual Efforts



Finding ways to highlight group
presentations by displaying results
prominently in room.
Maybe inviting guests to hear final
reports.
Considering summarize results through
newsletters or other forums.
STUDENT ASSESSMENT IN
COOPERATIVE LEARNING

The principal goal of any educational program is
to facilitate student learning. In educational
programs, assessment is intrinsically linked to student
learning and performance. In cooperative education,
this learning largely occurs in two milieu: the
educational institution and the workplace. Whilst
assessment of student learning in educational
institutions has been strongly theorized and wellresearched, the assessment of student work
placements and internships has been more
problematic. Student learning in placements and
internships has been described as broad in nature,
complex and individual, and influenced by a myriad of
contextual factors
THE PURPOSE OF ASSESSMENT

We begin with a brief look at the purpose of assessment, as
this subject is dealt with much more conclusively by Yorke in
this special issue. Brown and Pendlebury (1992) tell us that
assessment originates from the term ‘adsedere’ - to sit
down besides - and is primarily concerned with providing
guidance and feedback to the learner on their learning. The
nature and extent of this guidance and feedback is dependent
upon the purpose of the assessment. Traditionally, there are
two broad purposes of assessment, which are usually
categorized as being either formative or summative.
Formative assessment can be thought of as helping
students improve as they work, while summative
assessment makes evaluative judgments about level of
achievement at the end of a placement (Brown, 1999).
THE PURPOSE OF ASSESSMENT

A further purpose of assessment, originally
identified by Rowntree (1987), is that it needs to
prepare students for life. This is based on the view
that learning is not something that only occurs
during formal education, but is something that
occurs throughout life. Given the influence of
assessment on learning, Rowntree argued that
assessment should help students to understand
their own learning by providing feedback to
themselves and “be weaned off dependence on
others for knowledge of how well he [or she] is
doing” (p. 27).
THE PURPOSE OF ASSESSMENT

Traditional approaches to assessment involve
the teacher determining the required
learning, the related assessment tasks and
criteria, the performance of the student,
and the grade awarded. Such approaches
mean the student takes a passive, rather
than active, role inassessment; counter to
the need for sustainable assessment
practices that help prepare students for
lifelong learning beyond the academy.
In the context of cooperative education, if
assessment is to be sustainable it needs to
consider how it contributes to preparing
students for the future. In particular, how it
helps develop self-regulation and
development. To underpin sustainable
assessment practices that promote active
student participation, we now consider
views of learning in cooperative education
that can guide these assessment practices.
Assessing Cooperative
Learning Projects

Cooperative learning is just what the name
implies -- students working together
cooperatively to achieve a learning outcome.
While working together, students help one
another learn material while developing
social skills as they work toward a common
goal. Assessing these projects involves
grading the final project as well as the group
effort and interaction. Teacher-generated
rubrics provide guidelines for students and a
systematic way to grade the project.
Assessment Options

For successful cooperative learning projects,
teachers show students how to set group
goals and divide the tasks among the
members. The end result is dependent on
each student performing his assigned task to
help the group progress toward the final
outcome. Teachers might choose to conduct
ongoing assessments of group progress,
assessment of the whole project and
assessments of individual students’
contributions using checklists or rubrics.
Ongoing Assessments

Although the students ultimately produce a final
group project, each individual is responsible for
ongoing participation. Throughout the project, the
teacher might check in with groups to check on
progress toward the end goal using observations
or interviews. A teacher-made checklist might
assess whether students have gathered necessary
materials, if individual students are making
contributions, whether students have developed
and are proceeding along a timeline for
completion and what concerns or questions
individuals have. Throughout the project the
teacher may give feedback or intervene to assist
groups toward their goal.
Project Assessments

Prior to the implementation of the assignment,
the teacher develops a rubric for assessing the
projects and presents it to the students so they
are aware of the requirements. The project rubric
should be tailored to the project and assess
quality of work, creativity, materials used,
completeness, originality and presentation of the
project. A numeric scale of 4 = outstanding work,
3 = above average, 2 = satisfactory, 1= poor
quality and 0 = unacceptable or incomplete,
allows the teacher to assign a letter grade to the
project.
Student Evaluations

Teachers may choose to assess each student's
contribution to the project. A rubric might include a
rating for finishing on time, encouraging others,
cooperating and listening to others’ ideas. Another
rubric for student participation might include rating
individual students on contributions to the group
goal, consideration of others in the group, knowledge
of the material and working and sharing with others.
Another option includes ratings for being prepared,
cooperation, completion of the assignment, quality of
work and an assessment of the student’s individual
role in the group. Teachers might ask students to
describe what they did well and what areas need
improvement for future cooperative learning projects.
CONCLUSION


In this article I have set out to review theoretical perspectives on
assessment in cooperative education. The approach we have taken
to this task has been to argue firstly, that assessment is clearly
linked to learning, and secondly, that learning in cooperative
education can be theorized in many ways.
Whilst my brief discussion of behaviorism indicates that this
notion of learning is not currently favored, there may be some
specific skills in work placements that can be learnt in a behavioral
type of way and could be included in assessment. I gave
rather more attention to a cognitive view of learning that
focuses on meaning construction. This view tells me that as
students enter work placements, their starting points for
learning are all different and that assessment practice should
attempt to connect with this diversity. Learning on placements
should then draw on these prior experiences and help students
link these to their workplace experiences through appropriate
assessment. This would include consideration of potential for
learning different knowledge bases, and for students to express
learning in different ways depending on their experiences.
Thank you