Abstract:
This study examined the impact that collaborative learning had on the assessment
and evaluation of writing practices of a group of teachers as they engaged in a
community of learners. The study explored the development of teacher knowledge and
perceptions as well as the implementation of effective assessment strategies in writing
for students in grades 4 to 8 that could be achieved through collaboration. Teachers'
perceptions of the value of collaboration were also embedded within the study. Multiple
methods of data collection were used to gather rich and descriptive data. Those methods
included interviews, observation, and documentation of meetings and of participants'
perceptions of their assessment and evaluation practices. Five preexisting themes
describing desired outcomes of change were used to analyze the data. These themes
included: knowledge, attitude, skill, aspiration, and behaviour. While it was difficult to
identify definitively the degree oflearning achieved by the participants, conclusions can
be drawn that the participants experienced learning and some change in the areas of
knowledge and skill, attitude, aspiration, and behaviour. What was notable was the
continued belief on the part of the participants of the value of collaboration as a means of
learning.
