The Role of Assessment Based on Collaborative Learning Activities on Students' Academic Satisfaction and Performance in Virtual Education: Assessment as Learning

The purpose of this study is to investigate the role of assessment based on collaborative learning activities on students' intellectual satisfaction and performance.

The mixed-method research was in the study with an explanatory design. In the quantitative part, the survey and quasi-experimental method, and in the qualitative, the case study was used. The statistical population in the survey was 124 students of educational sciences at Bu Ali Sina University in 2020-2021, of which 62 were selected as a sample by convenience sampling method that in the qualitative part, participants including 10 students were purposefully selected based on criteria sampling. A researcher-made questionnaire was used to collect data in a quantitative part and an interview strategy in a qualitative. The quantitative data analysis was analyzed using descriptive and inferential statistics, and the thematic method was to analyze qualitative data.

The findings of the quantitative section showed that the assessment based on collaborative learning activities affects students' academic satisfaction and performance. It was explained by themes such as Innovation in assessment method, pleasant feeling from emotional-cognitive interactions, enjoyable learning context, feeling of competence and sufficiency, feeling of peer value during the learning process, meaningful and high-level emotional learning, reduction of negative emotions, feeling of fair evaluation, feeling of satisfaction from genuine evaluation, consolidation of learning, the ability to transfer multiple learnings, synergistic learning through peers, acquiring multiple skills in media design and production, thinking in design, learning with a constructivist approach, forming dynamic learning communities.

Based on the findings of this study, it can conclude that assessment as learning leads to the learner becoming more active and increasing his academic performance and satisfaction during the learning process. Of course, it will happen if the approach of the instructional designer and teacher is the assessment as learning and collaborative learning-oriented is placed in the core of the instructional strategy and plays the role of agent, no disability. The other components of the teaching-learning process of collaboration must form based on it.