Assessing learning outcomes in CSCL settings

Abstract

A variety of models and methodologies for assessing learning outcomes in CSCL settings have been reported in the literature, most of which were developed either within the framework of assessing levels of critical thinking or phases in problem solving. These generally assess outcomes at the individual level though the learning context was clearly a social collaborative one. Recent studies on the characteristics of productive online collaborative discourse have identified features at the group/community level that cannot be sufficiently described at the individual level. Building on the theory of knowledge building (Scardamalia & Bereiter, 2003) as a social intentional activity, this paper proposes a model of assessing learning in CSCL contexts as group/community outcomes with four inter-related but distinct dimensions: a social dynamic for sharing and open exploration, a progressive inquiry orientation, a sociometacognitive orientation and a communal habit of mind. An application of the model is reported and the implication of the findings is discussed. © 2005 International Society of the Learning Sciences.