Cooperative learning is a technique that transmits skills to teamwork to students , generally in small groups. However, one of its most discussed points is the way in which to evaluate this type of cooperative learning in the classroom. We start from the fact that it is necessary to do so, or else students will end up focusing more on the content than on the development of cooperative learning. But how exactly can that assessment be done?

Let us know a little more about this method and about its most suitable systems of evaluation in the teaching-learning process.





What is expected of cooperative learning?

Through cooperative learning, students are expected to learn to work as a team, that is, they do not go to class every day just to acquire theoretical knowledge in a systematic way. In this sense, cooperative learning emphasizes the importance of the one who has best grasped the content, also learn to explain and express them to their peers. Or that those who have the most difficulty understanding have enough self-esteem to express their ignorance without fear or shame.

The entire team in the classroom must provide that environment of trust, help and companionship that, ultimately, is what allows that learning situation in which there is cooperation between all (so beneficial for the school community) and not harmful competitiveness. A way to enrich the work environment and the climate to learn new things, without so many rigidities, which allows at the same time to eliminate situations of anguish or shyness that can occur in the classroom thanks to the work together.



Evaluation methods in cooperative learning

When we talk about evaluation methods in cooperative learning, we can speak above all about 3 accepted evaluation methods to qualify the development of cooperative learning , which are: peer evaluation, self-evaluation and observation by the teacher.

Let’s see each of them in more detail below, in order to understand what they consist of and how they are carried out:



  • Peer evaluation

Peer assessment allows the assessing student to reflect on the indicators or rubrics required in a cooperative assessment. These rubrics are related to that necessary kindness that requires explaining things to other members of the group , with team coordination, with respect for differences of opinions, with trust in the other, with the level of listening of colleagues, with their degree of participation and contribution of ideas, etc.

In addition, the student who evaluates another, unconsciously, evaluates himself as well and this allows him a greater awareness of his own contribution in group work.


  • Self-assessment

This form of evaluation allows the student to be aware of their own strengths and of their worth, and to do so without this becoming an excess of self-confidence and superiority over the rest of their peers. And it is not easy to talk about yourself and think about your own strengths and the good that we can do to others , but it is necessary to be able to help and lead teams being very aware of the work to be done and the role and performance that it is required by each one. In fact, that is the main advantage of this learning method, ensuring that no student feels inferior to others or with difficulties in expressing their doubts or concerns on whatever topic.

On the other hand, this self-assessment system allows the student to realize the skills that they do not have and that some of their peers do, so that it can serve as feedback between each member, as well as an important development of individual responsibility . It should be said that they will not always be serious weaknesses, so the student should not worry or blame themselves, or at least they will not be problems that represent real obstacles when it comes to achieving the objectives and advancing on the path of learning.




  • Teacher observation

The “eye” of the teacher is always of vital importance, since it is a guide for the behavior of students who seek to work under the modality of cooperative learning. That is why the teacher must be aware of which dynamics work better than others in order to always be able to control and effectively manage their groups .


These are the three most prominent and widely used evaluation methods, but not everything is already written in this field and there may be more ways to do it successfully. And you, do you practice cooperative learning in your school? Do you know more evaluation systems?

Do not hesitate to put your opinion and experience in comments!

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