Summative

While many instructors across instructional venues integrate collaborative activities that emulate professional realities, collaboration assessments often disenfranchise some contributors. When evaluation hinges on groups producing a cohesive, homogenized artifact, the outcome favors compromise. Homogenized perspectives don’t generally reflect the complementary visions of individuals. This can foreclose on participant satisfaction if the outcome silences or abandons…

When instructors adopt the stance that course evaluations are an opportunity to improve courses and decidedly use this as an opportunity for changes to be made, better-quality teaching arises (Golding & Adam, 2016).