001488092 001__ 1488092
001488092 005__ 20240725092211.0
001488092 037__ $$aIR
001488092 041__ $$aeng
001488092 245__ $$aUsing Collaborative Assessment to Support Individual Learning
001488092 269__ $$a2024-02-14
001488092 500__ $$aStandard Presentation.
001488092 520__ $$aAs most STEM education is based on learning progressions, long-term retention of basic information is essential when advancing to higher level coursework. Although there are many advantages to using assessments in any subject area, they are used mainly for measuring student achievement and informing both instructors and students. While evaluation of learning is an essential component of all coursework, there are several drawbacks to the traditional, individual testing scenario, including a delay in feedback. When students receive their test scores in proceeding classes they are less likely to learn from their mistakes and retain information (Bremert et al.,2020). Collaborative assessment is a strategy that serves not only as a measurement tool, but a learning tool as well. This constructivist theoretical design is useful in giving students opportunities to discuss and collaborate with their peers of varying  perspectives and experiences (Siegel et al., 2015).
In this presentation, we will discuss collaborative assessment as a way to improve students’ understanding and retention of key concepts in the classroom. One main takeaway from this session will be a discussion of the overall dynamics of collaborative assessment including timing, group arrangements, and scoring rubrics.
001488092 6531_ $$aassessment
001488092 6531_ $$acooperative assessment
001488092 7001_ $$aSparks, Kelly$$uUniversity of Southern Indiana
001488092 7001_ $$aSparks-Thissen, Rebecca$$uUniversity of Southern Indiana
001488092 711__ $$a8th Celebration of Teaching and Learning Symposium$$cUniversity of Southern Indiana$$uCenter for Excellence in Teaching and Learning$$d2024-02-14
001488092 980__ $$aT&L SYMPO
001488092 998__ $$aBremert, H., Stoff, A., & Boesdorfer, S. B. (2020). Collaborative Assessments: Learning science and collaborative skills during summative testing. Science Teacher, 87(9), 32–37.  https://doi.org/10.1080/00368555.2020.12293541
001488092 998__ $$aSiegel, M. A., Roberts, T. M., Freyermuth, S. K., Witzig, S. B., & Izci, K. (2015). Aligning assessment to instruction: Collaborative group testing in large-enrollment science classes. Journal of College Science Teaching, 44(6), 74–82.