ERIC Number: EJ772336
Record Type: Journal
Publication Date: 2007
Reference Count: N/A
Student-Directed Assessment of Knowledge Building Using Electronic Portfolios
van Aalst, Jan; Chan, Carol K. K.
Journal of the Learning Sciences, v16 n2 p175-220 2007
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[TM]. 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.
Descriptors: Foreign Countries, Portfolios (Background Materials), Electronic Equipment, Grade 12, Portfolio Assessment, Cooperative Learning, Discussion Groups, Electronic Mail
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 12
Authoring Institution: N/A
Identifiers - Location: Canada; Hong Kong