How to Use Team-Based Assessments to Enhance Learning in Distance Education
Author: Dr. Hossein Talebzadeh
Faculty Member, Farhangian University
Date: February 24, 2025
Abstract
This article presents a teaching experience during the COVID-19 crisis, where traditional online examinations faced challenges such as cheating and lack of engagement. A new approach was implemented: team-based assessments designed to foster collaborative learning, critical thinking, and digital communication skills. Students were grouped into teams, analyzed scientific articles, and presented their findings through social media-style posts. The results highlighted the benefits of teamwork, process-oriented learning, and digital literacy, while also revealing challenges in time management and adaptation to innovative assessment methods.
Teaching Experience: Interactive and Collaborative Assessment in Distance Education
During the COVID-19 crisis, many teachers and professors faced new challenges, including concerns about cheating in online examinations. These challenges were not only technical and logistical but also ethical and pedagogical. In this context, I decided to implement a new approach for the final exam of a specific course, based on team learning and the use of digital platforms.
Assessment Method
Students were divided into teams of three and provided with three scientific articles. The exam questions were designed in a way that required collaborative responses. Additionally, students were asked to present the scientific content of each article in the form of a social media post (X, formerly Twitter). The exam duration was twelve hours, allowing sufficient time for deeper analysis and active participation.
Analysis of Results
Collaborative and Team Learning
Since the questions were designed for teamwork, students were compelled to work together, enhancing communication skills, task distribution, and group problem-solving. This approach not only improved learning outcomes but also fostered responsibility and cooperation.
Focus on the Learning Process Rather than the Outcome
A key feature of this assessment was shifting the focus from the final result to the learning process. With sufficient time (twelve hours), students could think critically and analyze content without excessive stress. This was particularly valuable during the pandemic, when anxiety levels were high.
Practical Challenges and Time Management
Despite the extended duration, some students requested additional time. This revealed managerial challenges in applying innovative assessments. Some students struggled with deep analysis and digital content creation, possibly due to their reliance on traditional assessment methods.
Using Digital Platforms for Scientific Communication
Requiring students to present scientific content as social media posts helped them practice modern communication skills. This not only strengthened their academic understanding but also improved their ability to convey ideas concisely using digital tools.
Conclusion
This experience demonstrated that innovative assessment methods in distance education can effectively promote deeper and more collaborative learning. However, they require careful time management and preparatory training for students. Challenges such as requests for time extensions indicate that some learners need more support in adapting to new methods.
Recommendations for the Future
- Preparatory Training: Students should be introduced to new assessment methods and practice using digital tools before exams.
- Flexible Timing: Assessment schedules should allow sufficient time for analysis while preventing misuse of extended deadlines.