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Conference Paper: Assessment and collaborative inquiry: a review of Assessment-based Interventions in Technology-enhanced K-14 Education
Title | Assessment and collaborative inquiry: a review of Assessment-based Interventions in Technology-enhanced K-14 Education |
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Authors | |
Keywords | Assessment Learning Technology Collaborative inquiry Scaffolding |
Issue Date | 2015 |
Publisher | International 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? |
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. |
Description | Conference Theme: Exploring the Material Conditions of Learning |
Persistent Identifier | http://hdl.handle.net/10722/217692 |
ISBN | |
ISSN | 2020 SCImago Journal Rankings: 0.191 |
DC Field | Value | Language |
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dc.contributor.author | Yang, Y | - |
dc.contributor.author | van Aalst, JCW | - |
dc.date.accessioned | 2015-09-18T06:10:21Z | - |
dc.date.available | 2015-09-18T06:10:21Z | - |
dc.date.issued | 2015 | - |
dc.identifier.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 | - |
dc.identifier.isbn | 978-0-9903550-6-9 (v. 1) | - |
dc.identifier.issn | 1573-4552 | - |
dc.identifier.uri | http://hdl.handle.net/10722/217692 | - |
dc.description | Conference Theme: Exploring the Material Conditions of Learning | - |
dc.description.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. | - |
dc.language | eng | - |
dc.publisher | International Society of the Learning Sciences, Inc. (ISLS). The Conference proceedings' website is located at https://www.isls.org/cscl2015/ | - |
dc.relation.ispartof | CSCL 2015 Proceedings | - |
dc.subject | Assessment | - |
dc.subject | Learning | - |
dc.subject | Technology | - |
dc.subject | Collaborative inquiry | - |
dc.subject | Scaffolding | - |
dc.title | Assessment and collaborative inquiry: a review of Assessment-based Interventions in Technology-enhanced K-14 Education | - |
dc.type | Conference_Paper | - |
dc.identifier.email | van Aalst, JCW: vanaalst@hku.hk | - |
dc.identifier.authority | van Aalst, JCW=rp00965 | - |
dc.description.nature | postprint | - |
dc.identifier.hkuros | 253665 | - |
dc.identifier.volume | 1 | - |
dc.identifier.spage | 190 | - |
dc.identifier.epage | 197 | - |
dc.publisher.place | Gothenberg, Sweden | - |
dc.identifier.issnl | 1573-4552 | - |