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Conference Paper: Assessment and collaborative inquiry: a review of Assessment-based Interventions in Technology-enhanced K-14 Education

TitleAssessment and collaborative inquiry: a review of Assessment-based Interventions in Technology-enhanced K-14 Education
Authors
KeywordsAssessment
Learning
Technology
Collaborative inquiry
Scaffolding
Issue Date2015
PublisherInternational Society of the Learning Sciences, Inc. (ISLS). The Conference proceedings' website is located at https://www.isls.org/cscl2015/
Citation
The 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015), Gothenburg, Sweden, 7-11 June 2015. In Conference Proceedings, 2015, v. 1, p. 190-197 How to Cite?
AbstractWe provide a conceptual review of the literature on assessment in technology-enhanced collaborative inquiry in K-14 education, published between 1994 and 2013. 57 studies that satisfied the search criteria were coded using a framework focusing on nature of the assessment intervention, purposes of the assessment intervention, and the role of technology in student learning. Findings indicated that only interventions in the immersion orientation seemed to fully capture the essence of how to help students Learn how to learn. Such assessments enabled students to learn actively and to learn both disciplinary substance and metacognitive/regulative skills. However, relative few studies clearly integrated assessment and learning. The main contributions of the study are the coding framework and the four patterns of assessment interventions. Together, they provide a new way of thinking about the design of practice. The review provides guidance for the shift of assessment practice to scaffold learning of this field.
DescriptionConference Theme: Exploring the Material Conditions of Learning
Persistent Identifierhttp://hdl.handle.net/10722/217692
ISBN
ISSN

 

DC FieldValueLanguage
dc.contributor.authorYang, Y-
dc.contributor.authorvan Aalst, JCW-
dc.date.accessioned2015-09-18T06:10:21Z-
dc.date.available2015-09-18T06:10:21Z-
dc.date.issued2015-
dc.identifier.citationThe 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015), Gothenburg, Sweden, 7-11 June 2015. In Conference Proceedings, 2015, v. 1, p. 190-197-
dc.identifier.isbn978-0-9903550-6-9 (v. 1)-
dc.identifier.issn1573-4552-
dc.identifier.urihttp://hdl.handle.net/10722/217692-
dc.descriptionConference Theme: Exploring the Material Conditions of Learning-
dc.description.abstractWe provide a conceptual review of the literature on assessment in technology-enhanced collaborative inquiry in K-14 education, published between 1994 and 2013. 57 studies that satisfied the search criteria were coded using a framework focusing on nature of the assessment intervention, purposes of the assessment intervention, and the role of technology in student learning. Findings indicated that only interventions in the immersion orientation seemed to fully capture the essence of how to help students Learn how to learn. Such assessments enabled students to learn actively and to learn both disciplinary substance and metacognitive/regulative skills. However, relative few studies clearly integrated assessment and learning. The main contributions of the study are the coding framework and the four patterns of assessment interventions. Together, they provide a new way of thinking about the design of practice. The review provides guidance for the shift of assessment practice to scaffold learning of this field.-
dc.languageeng-
dc.publisherInternational Society of the Learning Sciences, Inc. (ISLS). The Conference proceedings' website is located at https://www.isls.org/cscl2015/-
dc.relation.ispartofCSCL 2015 Proceedings-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectAssessment-
dc.subjectLearning-
dc.subjectTechnology-
dc.subjectCollaborative inquiry-
dc.subjectScaffolding-
dc.titleAssessment and collaborative inquiry: a review of Assessment-based Interventions in Technology-enhanced K-14 Education-
dc.typeConference_Paper-
dc.identifier.emailvan Aalst, JCW: vanaalst@hku.hk-
dc.identifier.authorityvan Aalst, JCW=rp00965-
dc.description.naturepostprint-
dc.identifier.hkuros253665-
dc.identifier.volume1-
dc.identifier.spage190-
dc.identifier.epage197-
dc.publisher.placeGothenberg, Sweden-

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