CLASS (Collaborative Learning through Assessment) creates learning opportunities, increases student motivation for learning, and deepens learning through active participation in the entire Problem Lifecycle for assignments, quizzes and other kinds of activities. Traditionally, students only solve problems assigned by the instructor. However, by actively engaging students in every Lifecycle stage (including crafting problems for peers, providing solutions, peer grading, and disputes involving self-assessment), students are motivated to achieve higher learning outcomes. Experimental results will be presented along with really interesting issues arising from usability and pilot experiments, such as motivating students, assessing actual learning, learning to design and use rubrics, anonymity within online systems, trusting peers, contingency planning when students don’t participate, and what it takes for instructors to embrace the approach.
This research is transformative. It combines various successful teaching approaches into a single framework and process. It brings a new approach to engaging and motivating students, and deepen their learning across course modes. We believe it will work in most types of courses including across the STEM fields; and possibly from junior high school through graduate education. It may solve some issues of engaging students within MOOCs (massive open online courses). The assessment and team work inherent within CLASS could enhance student’s interpersonal (soft) skills, better preparing them for the workplace. The deeper learning and motivation CLASS brings, even to topics which students previously have chosen to disengage with, may increase retention and articulation rates.
2. Structure
I could do either a Sparks session (to introduce the topic to everyone) or full Concurrent session (with more depth and discussion time). I’ll do a short presentation of the CLASS approach, research results (an increase in perceived learning and perceived enjoyment as well as recommendation for future use) and then start a discussion of the issues. People have a lot of interest in this approach and generally a lot of discussion results.
3. Outcomes/Take Aways
Learning researchers will learn about an approach that combines various successful teaching methodologies (inquiry based learning, peer assessment, self-assessment) into a single framework and process. Instructors will be challenged to release a lot of control to students, while retaining a mentoring role.
I always learn things from the active discussions and feedback. I’m also looking for collaborators to try CLASS (and our prototype support system) in their courses and extend the scope of the approach.
Keywords: assessment, evidence of impact, learner-centered