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Conference Paper: Fostering knowledge building using concurrent, embedded and transformative assessment for high-and low-achieving students

TitleFostering knowledge building using concurrent, embedded and transformative assessment for high-and low-achieving students
Authors
KeywordsAssessment
Collaborative inquiry
Electronic portfolio
Knowledge building
Issue Date2007
Citation
The 2007 Conference on Computer Supported Collaborative Learning (CSCL 2007), New Brunswick, NJ., 16-21 July 2007. In Computer-Supported Collaborative Learning, 2007, v. 8 pt. 1, p. 105-114 How to Cite?
AbstractWe describe the design of a knowledge-building environment and examine the roles of knowledge building principles and portfolios as scaffolds in fostering collaboration for students of different achievement levels. Students assessed their contribution in Knowledge Forum™ using rubrics and they wrote electronic portfolios and group reviews to assess both individual and community progress. We used a 2 × 2 design (knowledge-building principles × achievement) with four classes of 9th grade students (n = 141) working on Knowledge Forum. We obtained the following results: (1) Students scaffolded with knowledge-building principles showed more participation and conceptual understanding than students working on Knowledge Forum with no principles; the effects were more pronounced for low-achievers compared to high-achievers, (2) Students' portfolio scores predicted domain understanding over and above the effects of academic achievement, and (3) Analyses of knowledge-building discourse and portfolios showed how students made progress in their collective knowledge advances.
DescriptionConference Theme: Of Mice, Minds, and Society
Persistent Identifierhttp://hdl.handle.net/10722/146651
ISBN
ISSN
References

 

DC FieldValueLanguage
dc.contributor.authorChan, CKKen_US
dc.contributor.authorLee, EYCen_US
dc.date.accessioned2012-05-09T03:21:10Z-
dc.date.available2012-05-09T03:21:10Z-
dc.date.issued2007en_US
dc.identifier.citationThe 2007 Conference on Computer Supported Collaborative Learning (CSCL 2007), New Brunswick, NJ., 16-21 July 2007. In Computer-Supported Collaborative Learning, 2007, v. 8 pt. 1, p. 105-114en_US
dc.identifier.isbn978-0-6151-5436-7-
dc.identifier.issn1573-4552-
dc.identifier.urihttp://hdl.handle.net/10722/146651-
dc.descriptionConference Theme: Of Mice, Minds, and Society-
dc.description.abstractWe describe the design of a knowledge-building environment and examine the roles of knowledge building principles and portfolios as scaffolds in fostering collaboration for students of different achievement levels. Students assessed their contribution in Knowledge Forum™ using rubrics and they wrote electronic portfolios and group reviews to assess both individual and community progress. We used a 2 × 2 design (knowledge-building principles × achievement) with four classes of 9th grade students (n = 141) working on Knowledge Forum. We obtained the following results: (1) Students scaffolded with knowledge-building principles showed more participation and conceptual understanding than students working on Knowledge Forum with no principles; the effects were more pronounced for low-achievers compared to high-achievers, (2) Students' portfolio scores predicted domain understanding over and above the effects of academic achievement, and (3) Analyses of knowledge-building discourse and portfolios showed how students made progress in their collective knowledge advances.-
dc.languageengen_US
dc.relation.ispartofComputer-Supported Collaborative Learningen_US
dc.subjectAssessment-
dc.subjectCollaborative inquiry-
dc.subjectElectronic portfolio-
dc.subjectKnowledge building-
dc.titleFostering knowledge building using concurrent, embedded and transformative assessment for high-and low-achieving studentsen_US
dc.typeConference_Paperen_US
dc.identifier.emailChan, CKK:ckkchan@hkucc.hku.hken_US
dc.identifier.authorityChan, CKK=rp00891en_US
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-84861052009-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84861052009&selection=ref&src=s&origin=recordpage-
dc.identifier.volume8en_US
dc.identifier.issuept. 1-
dc.identifier.spage105en_US
dc.identifier.epage114en_US
dc.publisher.placeUnited States-
dc.identifier.scopusauthoridChan, CKK=27170802100-
dc.identifier.scopusauthoridLee, EYC=27167834400-
dc.customcontrol.immutablesml 160204 - merged-

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