Collaboration in classroom assessment and regulation processes

Case study of collaborative intergroup assessment in primary school

Abstract

In the context of a doctoral research, we studied collaborative classroom assessment in which pupils are asked to formulate shared assessments on written productions. In this article, we analyze an intergroup assessment procedure, tested in a 7-8^th grade class (pupils aged 10-12). Two dyads of pupils were observed in this class, in order to: identify the interactive dynamics involved; understand how this evaluative procedure can come under the heading of collaboration and how it can be beneficial to regulation processes. Microanalyses of the observed interactions show that the interactive dynamics are multiple and significant from the point of view of collaboration in assessment. Regulation signs identified in the interactions seem favorable to the pupils’ assimilation of the evaluative procedure and / or the disciplinary knowledge involved.