The problem that I addressed for the Wicked Problem Project was group collaboration in the foreign language classroom for performance assessment assignments/projects. The solution to my problem is to incorporate Google Docs into my classroom to use as a tool for not only document or presentation creation for the performance assessments, but also as a tool for collaboration and information sharing amongst group members and possibly other classmates and instructors outside of their group. One main goal in any foreign language class is communication, this solution not only improves communication in the native language but serves as a vehicle for sharing information, creating products, and using the target language in meaningful real-world contexts.
Because this solution is not specifically tied to my content area (French or Biology), there is no real assessment to use based on any one specific content area. This solution can be applied to any grade level or content area. In order to monitor student progress, monitor the group work, and tweak the way it is used in my classroom, I will have to find a way to assess the progress of my students and the progress of the performance assessment assignment to see if this is making a difference versus the traditional group work method of the group getting together at a specific time/place, which we all know can be difficult, especially with the busy lives high school students lead.
In regards to formative assessment, students will be evaluated throughout the project work period. The length of each performance varies, so it is difficult to narrow it to a specific timeline. For each assignment, students within the groups will have checkpoints outlined within their project guide for specific tasks to be completed and shared with their instructor. This will ensure they are making progress in a timely fashion and working as their group. In order to avoid one person out of the group do all of the work, I will have each member choose a different font color for their contribution within the Google doc and I will be looking for each group member to contribute equally to the final product, whether it be a written, speaking, or presentation task. I have also thought of the idea of possible incorporating blogs into my class as a means of an online portfolio. If this were in place in my classroom, I would have students make routine postings to update the progress of their group project and highlight who is doing what throughout the process. One final part of the formative assessment is they will have to share their document with me. This will allow me to check in unannounced to monitor progress and provide guidance throughout the project. It will also allow me to give feedback via comments, e-mail, or the chat feature to keep students on the right track before they turn in their final project.
The summative assessment will be based upon the specific performance assessment project. Each project will have a project guide that will give students all the information that they need to complete the final product as well as the information for the checkpoints along the way that they need to complete. Each checkpoint and final project will be graded based upon the rubric for the given performance assessment. Group members will also evaluate each member of the group, as well as themselves for a portion of their final grade. This will help to ensure that each group member is contributing to the project along the way and towards the common goal. Each group evaluation form will be unique to the project, however, click here for example # 1 (scroll to page 3 & 4) and example # 2 of some possible group evaluation forms. Example one is one that I have used in both my Biology and French classes and example 2 is one that is from the internet. They can be tailored to any content, project, or grade level.
Student engagement should be evident my the amount of contributions each student makes to the group’s product. While it may take a while to implement and iron out any issues with introducing this new technology, I hope to see more cohesive group work and contributions, as well as, projects that reflect better effort and more thought into creating a professional and complete final product instead of throwing something together at the last minute because there was only one day and time the group could get together and it was the night before it was due. This solution will give students the opportunity to work and contribute from day 1 and should help to eliminate the excuses why a student or group could not complete the performance assessment project.
Along with the evaluation of other group members, you may want to have the students evaluate the use of Google Docs for their project. This would help answer that question of whether or not students find this more effective than the old group work methods. They may provide you with information that will help you make the experiences better the second time around. Or you may find that they would rather work with their peers face-to-face. It would be interesting to find out what they have to say about using the technology.
ReplyDelete-Ashley
Bob,
ReplyDeleteIn case yo are not aware of the feature in Google Docs, you can se who did what via the Fiel Revision History function.
James
Bob,
ReplyDeleteI really appreciate that you are trying to make the project more meaningful to students by creating ways to make sure they are collaborating more and not just throwing it together. I also like that you'll be using group evaluation forms. Is it possible in Google Docs to see specifically who has contributed what ideas to follow the group discussion?
Jessica Haggerty
James- Thanks for the info, I did not know there was that feature.
ReplyDelete