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Article: Student-directed assessment of knowledge building using electronic portfolios

TitleStudent-directed assessment of knowledge building using electronic portfolios
Authors
KeywordsEducation psychology
Issue Date2007
PublisherLawrence Erlbaum Associates, Inc. The Journal's web site is located at http://www.leaonline.com/loi/jls
Citation
Journal Of The Learning Sciences, 2007, v. 16 n. 2, p. 175-220 How to Cite?
AbstractDespite 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.
Persistent Identifierhttp://hdl.handle.net/10722/57352
ISSN
2015 Impact Factor: 3.139
2015 SCImago Journal Rankings: 3.364
References

 

DC FieldValueLanguage
dc.contributor.authorVan Aalst, Jen_HK
dc.contributor.authorChan, CKKen_HK
dc.date.accessioned2010-04-12T01:33:59Z-
dc.date.available2010-04-12T01:33:59Z-
dc.date.issued2007en_HK
dc.identifier.citationJournal Of The Learning Sciences, 2007, v. 16 n. 2, p. 175-220en_HK
dc.identifier.issn1050-8406en_HK
dc.identifier.urihttp://hdl.handle.net/10722/57352-
dc.description.abstractDespite 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.en_HK
dc.languageengen_HK
dc.publisherLawrence Erlbaum Associates, Inc. The Journal's web site is located at http://www.leaonline.com/loi/jlsen_HK
dc.relation.ispartofJournal of the Learning Sciencesen_HK
dc.rightsJournal of the Learning Sciences. Copyright © Lawrence Erlbaum Associates, Inc.en_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe article is accepted for publication in Journal of the Learning Sciences. Readers must contact LEA for permission to reprint or use the material in any form.en_HK
dc.subjectEducation psychologyen_HK
dc.titleStudent-directed assessment of knowledge building using electronic portfoliosen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1050-8406&volume=16&issue=2&spage=175&epage=220&date=2007&atitle=Student-directed+assessment+of+knowledge+building+using+electronic+portfoliosen_HK
dc.identifier.emailVan Aalst, J: vanaalst@hku.hken_HK
dc.identifier.emailChan, CKK: ckkchan@hku.hken_HK
dc.identifier.authorityVan Aalst, J=rp00965en_HK
dc.identifier.authorityChan, CKK=rp00891en_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.doi10.1080/10508400701193697en_HK
dc.identifier.scopuseid_2-s2.0-34250002274en_HK
dc.identifier.hkuros134835-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-34250002274&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume16en_HK
dc.identifier.issue2en_HK
dc.identifier.spage175en_HK
dc.identifier.epage220en_HK
dc.identifier.eissn1532-7809-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridVan Aalst, J=12783832200en_HK
dc.identifier.scopusauthoridChan, CKK=27170802100en_HK
dc.identifier.citeulike3969652-

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