Welcome!

This site houses the explorations into self- and peer-assessment (SAPA) undertaken by Micah Gideon Modell. This method involves the regular collection of self- and peer-assessment data from group members involved in long-term group projects for assessment purposes. Currently this is the home of two versions of self- and peer-assessment software which are integral to supporting the method of SAPA I am investigating. These systems do not include publicly accessible content, so please contact me for more information or return later.

CoLab.online
This latest iteration builds upon the foundations laid below to build a comprehensive platform to help instructors support collaborative learning and the development of collaboration skills. In addition to refining the self- and peer-assessment functionality and user experience, it also adds:
  • Simulated authentic group work experiences — to facilitate in-class discussions.
  • A gamified experience to encourage collaboration in reading assigned texts.
  • The ability to calculate diversity points to develop an appreciation for different perspectives
Demonstrations for much of the functionality is available by opening the application, and clicking the Demo button at the lower right.
S2 [SAPA v2]
This second iteration represents a full rewrite of the tool using ruby on rails (the ruby programming language with the rails framework). This version saw limited use and has since been retired and almost entirely rewritten as CoLab.online.
Continuous Assessment [prototype]
This was the prototype self- and peer-assessment system. It was authored in php over the course of the final three weeks of 2011 and was used to collect data and assist the instructor in five classes spanning three semesters (roughly a year and a half). I called this system Continuous Assessment as it seemed an apt description, but changed it when I learned that already described an alternative method. A design case on this implementation was presented at AECT 2012 (see publications).

If you would like an explanation of the method or if you would like to use this software to implement this method in your own projects, please contact me.

Micah is an Instructional Systems Technology an Assistant Professor at SUNY Korea in the Department of Technology and Society. LinkedIn

As ever, this was built on the foundations laid by the giants who have come before. In addition to the references provided, I must also acknowledge crucial software upon which I've relied.

2013-2017© Micah Gideon Modell - All Rights Reserved

We would like to acknowledge the developers and maintainers of the following resources which have made this software possible:

2013-2017© Micah Gideon Modell - All Rights Reserved

This page lists publications related to this work and provides links to materials used in public presentations.

My Related Publications

On Group Composition

Gamification

On Group Diversity

2013-2017© Micah Gideon Modell - All Rights Reserved

Simulated Group Work Experience Support

Experiences within CoLab.online consist of an assignment wherein students read through a series of journal entries from one member of a collaborative learning group. After reading the member's experiences from the week, your student is asked to evaluate the group's dynamics. After the semester completes (fourteen weeks), students are asked to evaluate the group's dynamics holistically and to comment on how they might have acted to improve the situation.

The system contains multiple scenarios — each authored from the four different fictional members of the group — so your students will each have a different experience to share and the instructor can view student responses. I use incorporate this information into a debrief slide deck and find this yields insightful discussions.

Diversity Points

We use groups, in part, to encourage students to appreciate perspectives that are different from their own. Doing so tends to lead to more creative solutions as well as a deepening understanding of others. To encourage this, I set some rules.

Teams will ideally comprise 4 students. Students can select their own team members, but, as diversity is often viewed as beneficial to a creative team’s product, each team must score at least 20 diversity points using the following scale:

 Diversity factor  Points
 Home states/provinces represented  1 per
 Home countries represented  1 per
 Major course of study  2 per
 Gender  2 per
 Age  Standard deviation
 Scenarios represented
 1 per
 Years in School
 Standard deviation
Primary languages spoken with family 2 pt

2013-2017© Micah Gideon Modell - All Rights Reserved