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|Title:||Fostering Knowledge Building Using Concurrent, Embedded and Transformative Assessment for High- and Low-Achieving Students|
|Authors:||Chan, Carol K.K.|
Lee, Eddy Y.C.
|Publisher:||International Society of the Learning Sciences, Inc.|
|Citation:||Chan, C. K. & Lee, E. Y. (2007). Fostering Knowledge Building Using Concurrent, Embedded and Transformative Assessment for High- and Low-Achieving Students. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 105-114). New Brunswick, NJ, USA: International Society of the Learning Sciences.|
|Abstract:||We describe the design of a knowledge-building environment and examine the roles of knowledge building principles and portfolios as scaffolds in fostering collaboration for students of different achievement levels. Students assessed their contribution in Knowledge ForumTM using rubrics and they wrote electronic portfolios and group reviews to assess both individual and community progress. We used a 2 x 2 design (knowledge-building principles x achievement) with four classes of 9th grade students (n = 141) working on Knowledge Forum. We obtained the following results: (1) Students scaffolded with knowledge-building principles showed more participation and conceptual understanding than students working on Knowledge Forum with no principles; the effects were more pronounced for low-achievers compared to high-achievers, (2) Students' portfolio scores predicted domain understanding over and above the effects of academic achievement, and (3) Analyses of knowledge-building discourse and portfolios showed how students made progress in their collective knowledge advances.|
|Appears in Collections:||CSCL 2007|
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