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|Title:||Design Collaborative Formative Assessment for Sustained Knowledge Building Using Idea Thread Mapper|
|Publisher:||Singapore: International Society of the Learning Sciences|
|Citation:||Chen, J. & Zhang, J. (2016). Design Collaborative Formative Assessment for Sustained Knowledge Building Using Idea Thread Mapper In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.|
|Abstract:||This design-based study investigated collaborative formative assessment for knowledge building in two comparable Grade 6 science classrooms. Students assessed their collective knowledge progress using the Idea Thread Mapper (ITM)—a timeline-based collective discourse mapping tool—and planned for further efforts to address deeper issues. Analysis of students’ online discourse and individual portfolio notes suggests the positive impact of the assessment on the community’s knowledge building discourse as reflected in students’ idea-deepening and idea-elaborating questions, refined explanations, and build-on connections; and on student scientific understandings as documented in their individual portfolio notes.|
|Appears in Collections:||ICLS 2016|
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