CORE
🇺🇦
make metadata, not war
Services
Services overview
Explore all CORE services
Access to raw data
API
Dataset
FastSync
Content discovery
Recommender
Discovery
OAI identifiers
OAI Resolver
Managing content
Dashboard
Bespoke contracts
Consultancy services
Support us
Support us
Membership
Sponsorship
Community governance
Advisory Board
Board of supporters
Research network
About
About us
Our mission
Team
Blog
FAQs
Contact us
research
Student-directed assessment of knowledge building using electronic portfolios
Authors
CKK Chan
J Van Aalst
Publication date
1 January 2007
Publisher
'Informa UK Limited'
Doi
Cite
Abstract
Despite emphasis and progress in developing collaborative inquiry in computer-supported collaborative learning research, little attention has been given to examining how collective learning can be assessed in computer-supported collaborative learning classrooms, and how students can have agency in assessing their own collaborative process. We propose that assessments should capture both individual and collective aspects of learning and be designed in ways that foster collaboration. We describe the design of student-directed electronic portfolio assessments to characterize and "scaffold" collaborative inquiry using Knowledge Forum™. Our design involved asking students to identify exemplary notes in the computer discourse depicting knowledge building episodes using four knowledge building principles as criteria. We report three studies that examined the designs and roles of knowledge building portfolios with graduate and Grade 12 students in Hong Kong and Canada. The findings suggest that knowledge building portfolios help to characterize collective knowledge advances and foster domain understanding. We discuss lessons learned regarding how knowledge building may be fostered and provide principles for designing assessments that can be used to evaluate and foster deep inquiry in asynchronous online discussion environments. Copyright © 2007, Lawrence Erlbaum Associates, Inc.published_or_final_versio
Similar works
Full text
Open in the Core reader
Download PDF
Available Versions
HKU Scholars Hub
See this paper in CORE
Go to the repository landing page
Download from data provider
oai:hub.hku.hk:10722/57352
Last time updated on 01/06/2016