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Parkison","","A participant observer case study examines the effectiveness of a collaborative assessment methodology in a middle school social studies class. The study synthesizes prior research showing that students’ views of assessment, evaluation, and accountability shape intrinsic learning motivation. A student-empowering framework is designed to replace extrinsic motivators, using cyclical, formative information flow to support decision-making in instruction, lesson planning, and goal setting.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/collaborative-assessment-middle-school-case-study-paul-t-parkison/599700/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/collaborative-assessment-middle-school-case-study-paul-t-parkison/599700.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address about assessment in middle level education?","Question",{"text":112,"@type":113},"It addresses how high-stakes assessment and accountability function as extrinsic motivators and how this affects students’ motivation and learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the collaborative assessment methodology designed to change student motivation?",{"text":117,"@type":113},"It empowers students as decision-makers and uses a cyclical information flow so assessments and evaluations remain formative, turning assessment-related pressures into intrinsic motivation.",{"name":119,"@type":110,"acceptedAnswer":120},"What instructional and curricular elements guide the classroom’s collaborative process?",{"text":121,"@type":113},"The methodology is grounded in constructivist principles and uses state content standards—specifically Tennessee social studies standards for grade 8—to define the collaborative “language game” while dialogue determines classroom purpose.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599700,1792192380,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CIMLE Current Issues in Middle Level Education (2014) 19 (1), 43-49  \nCollaborative Assessment: Middle School Case Study  \nPaul T. Parkison  \nUniversity of Evansville  \nUtilizing a participant observer research model, a case study of the efficacy of a collaborative assessment methodology within a middle school social studies class was conducted. A review of existing research revealed that students'perceptions of assessment, evaluation, and accountability influence their intrinsic motivation to learn. A collaborative assessment methodology was developed to provide a means to involve the students in the decision-making processes ofinstruction: lesson planning, goal and objective identification, assessment, and evaluation. Changing extrinsic motivators like assessment and evaluation into intrinsic motivators was the ultimate goal of the collaborative assessment methodology. The collaborative assessment methodology utilized a cyclical information flow so that all assessments and evaluations became formative. The study was highly influenced by the instructor's belief in constructivist curriculum tradition and existentialist philosophy.  \nAccountability, high standards, and assessment represent the central issues for many stakeholders and policy makers in education today. How do we motivate students to do their best within this high stakes climate? How do we promote equal opportunity for education to all students? How should teachers be held accountable, in a fair manner, for the successes or limitations of their students? The above questions lead to the use of extrinsic motivators to produce instructional and educational results as teachers struggle to meet the demands of the high-stakes educational climate. The assumption that external stimuli, rewards and punishments, are the key to educational improvement indicates a confidence in behaviorist strategies and a lack of confidence in constructivist approaches to education (Beane, 2005; Kohn, 1996; ) . Collaborative assessment and the overall collaborative methodology implemented in this case study, starts from a different premise: students and teachers are intrinsically motivated when they are empowered as decision-makers (Bandura, 1986; Beane, 2005; Black & Wiliam, 2006; Cornelius-White & Harbaugh, 2010; Glasser, 1986; Jackson, Boostrom, & Hansen, 1993; Riggs & Gholar, 2009; Wiggins, 1993) . As the Association for Middle Level Education asserts in This We Believe (Association for Middle Level Education, 2010) asserts, empowering students isan essential attribute of highly effective middle level education. Determining strategies for facilitating, sustaining, and internalizing empowerment among middle level learners is a significant challenge.  \nThis premise is founded within the constructivist tradition that views the world and institutions like the classroom as what can be understood as intersubjectively defined Language Games (Wittgenstein, 1974) . A participant observer case study was conducted to determine the efficacy of collaborative instructional methodologies in a middle school classroom. Collaboration is fundamental to an intersubjective, constructivist classroom (Bandura, 1877, 1986; Vygotsky, 1978) and to the empowerment of individuals, especially young adolescents (Association for Middle Level Education, 2010; Erikson, 1968; Riggs & Gholar, 2009; Vygotsky, 1978) . By emphasizing the role of students in determining the content, criteria of success, and instructional climate of the classroom, the collaborative assessment methodology  \nchanged the traditional political dynamic of the instructional process (Dean, Hubbell, Pitler, & Stone, 2012) . The dialectic of student-centered vs. teacher-centered did not apply within this paradigm. Constructivism relies upon democratic principles in which the teacher and students form an interconnected web of interests. This web has no center, but it is bound by the Language Game at play within the political context of the classroom (Ay","cbCaisC6ODU5wPLd","https://ap.wps.com/l/cbCaisC6ODU5wPLd","pdf",408565,"English","# Collaborative Assessment: Middle School Case Study\n## Study Rationale and Framework\n## Collaborative Methodology and Language Games\n## Instructional Standards and Classroom Empowerment","[{\"question\":\"What problem does the study address about assessment in middle level education?\",\"answer\":\"It addresses how high-stakes assessment and accountability function as extrinsic motivators and how this affects students’ motivation and learning.\"},{\"question\":\"How is the collaborative assessment methodology designed to change student motivation?\",\"answer\":\"It empowers students as decision-makers and uses a cyclical information flow so assessments and evaluations remain formative, turning assessment-related pressures into intrinsic motivation.\"},{\"question\":\"What instructional and curricular elements guide the classroom’s collaborative process?\",\"answer\":\"The methodology is grounded in constructivist principles and uses state content standards—specifically Tennessee social studies standards for grade 8—to define the collaborative “language game” while dialogue determines classroom purpose.\"}]","Collaborative Assessment: Middle School Case Study - Paul T. Parkison | PDF",1792089268,18]