Fostering computer-supported knowledge building through formative assessment among Chinese tertiary students

Abstract

This study aims to design, implement and evaluate a computer-supported collaborative environment, augmented with formative assessment, to foster learning, collaboration, and academic literacy among Chinese tertiary students. The framework of the study is premised on the social constructivist learning theories, with specific focus on the knowledge building model (Scardamalia & Bereiter, 2006). The study adopts a quasi-experimental design, which intends to investigate a number of interrelated questions from the learning-sciences perspective, including the effects of the designed knowledge-building environment; how students make change towards deeper conceptions and knowledge-building processes; the role of formative assessment in the changing process; how classroom processes and discourse mediate knowledge building processes; and the nature and process of knowledge building inquiry and discourse. To answer the questions, data will be collected from questionnaire survey, individual and focus group interviews, students' academic tests results, reflection diaries and portfolio, classroom observations, students' written notes on Knowledge Forum.