Abstract:

Since 1970s, cooperative learning has been studied by scholars, and widely used in instructional practices in primary schools, middle schools and universities. Many studies have showed that, cooperative learning can improve and promote students’ academic achievement, high level thinking, problem solving ability, and some non-cognitive factors such as learning interest, achievement motivation, self-efficacy, cooperative consciousness, interpersonal relationship, self-esteem and so on. However, it is undeniable that cooperative learning strategy is different from traditional teaching methods, and the use of inappropriate methods is counterproductive.

After designing and implementing several rounds of projected-based cooperative learning in my university class, I found many problems. The most terrible one is the free-rider phenomenon, which greatly degraded the enthusiasm of other members in the group and resulted in less participation and reduced performance of cooperative learning.

In light of the student investigation data and my teaching experience, this paper attempts to seek a formative, objective, and operational strategy to promote participation and cooperation of the group members from the perspective of evaluation. A formative and comprehensive evaluation mechanism is designed and implemented based on our blended learning platform called OCALE.
First, main problems in current cooperative learning is summarized based on a survey data of more than 150 undergraduates in our university. Second, an evaluation mechanism is designed according to 3 principles: whole-process control, full participation, and differentiated comprehensive evaluation. The evaluation mechanism includes:
(1) a detailed formative evaluation implementation strategy in all stages from task arrangement, group setting, supervision guidance, to the final performance demonstration to encourage and supervise every member;
(2) a grade calculation model by which each individual will get differentiated grade depending on his contribution and ability, which is quantified by 11 parameters from three primary dimensions, group grades, personal performance, and personal bonus.

The parameters are recorded formatively during the whole teamwork process by our blended learning platform. Furthermore, the generation and calculation rules are given to demonstrate how this evaluation mechanism works in our real project-based cooperative and blending learning process.

The evaluation mechanism has been implemented in my university course “instructional media and its application” for two rounds, based on our OCALE online course learning platform. Students questionnaire and interview show that this mechanism can effectively improve the students’ participation and cooperation in their project-based cooperative learning.

Keywords:

Cooperative learning, blended learning, formative evaluation, project-based learning.