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The Role of Assessment in Cooperative Learning and Problem-Based Learning Economic Development
The Role of Assessment in Cooperative Learning and Problem-Based Learning
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
The Role of Assessment in Cooperative Learning and Problem-Based Learning
Assessment plays a crucial role in cooperative learning and problem-based learning (PBL) as it helps to measure the students’ progress towards achieving the learning objectives. In this essay, I will discuss the role of assessment in cooperative learning and PBL.
Cooperative learning is a teaching approach where students work together in small groups to achieve a common learning goal. It is based on the idea that students can learn better in a collaborative environment. Assessment in cooperative learning can be used to measure individual and group performance. It helps the teacher to identify areas where students need additional support and guidance. Assessment also provides feedback to students about their progress, which motivates them to improve their performance.
One common assessment tool used in cooperative learning is peer assessment. In peer assessment, students evaluate the work of their peers using a rubric or a checklist. This approach promotes self-reflection and helps students to develop their critical thinking skills. Peer assessment also encourages collaboration and cooperation among students as they work together to evaluate each other’s work. Moreover, peer assessment helps to reduce the workload of the teacher, who can focus on facilitating the learning process instead of grading individual assignments.
Another assessment tool used in cooperative learning is group assessment. In group assessment, students are evaluated as a team based on their performance in achieving the group’s learning objectives. This approach encourages students to work together and hold each other accountable for their performance. Group assessment also promotes communication and problem-solving skills, which are essential for success in the workplace.
Problem-based learning (PBL) is a teaching approach that focuses on solving real-world problems. It is based on the idea that students learn better when they are engaged in solving authentic problems. Assessment in PBL can be used to measure students’ understanding of the problem, their ability to apply knowledge and skills, and their problem-solving skills.
One common assessment tool used in PBL is the problem-solving rubric. In this approach, students are evaluated based on their ability to identify the problem, gather relevant information, develop a solution, and communicate their findings. The problem-solving rubric provides students with feedback on their problem-solving skills and helps them to identify areas where they need to improve.
Another assessment tool used in PBL is the reflective journal. In the reflective journal, students reflect on their learning experience and document their progress towards achieving the learning objectives. The reflective journal helps students to develop their self-awareness and metacognitive skills. It also provides the teacher with valuable feedback on the effectiveness of the learning process.
In conclusion, assessment plays a crucial role in cooperative learning and problem-based learning. It helps to measure students’ progress towards achieving the learning objectives, provides feedback to students, promotes self-reflection and critical thinking skills, encourages collaboration and communication among students, and helps to identify areas where students need additional support and guidance. Peer assessment, group assessment, problem-solving rubric, and reflective journal are some of the assessment tools used in cooperative learning and PBL.
The Role of Assessment in Cooperative Learning and Problem-Based Learning
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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