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

Abstract

We 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.