A 2×3 model of student-directed formative assessment in collaborative knowledge creation

Abstract

We develop a 2×3 model to guide formative assessment of Bereiter and Scardamalia's knowledge creation. The notion of students as both knowledge creators and assessors of their own learning gives rise to theoretical and methodological issues; we explore these by putting them under a broad array of powerful theoretical perspectives, which involve the contemporary research in CSCL, self-regulated learning (SRL), metacognition, and motivation. The central idea fusing these various perspectives is the notion of human agency in Bandura's social cognitive theory.