Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/407
Title: Assessment and Collaborative Inquiry: A Review of Assessment-Based Interventions in Technology-Enhanced K-14 Education
Authors: Yang, Yuqin
van Aalst, Jan
Issue Date: Jul-2015
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Yang, Y. & van Aalst, J. (2015). Assessment and Collaborative Inquiry: A Review of Assessment-Based Interventions in Technology-Enhanced K-14 Education In Lindwall, O., Ha╠łkkinen, P., Koschman, T. Tchounikine, P. Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1. Gothenburg, Sweden: The International Society of the Learning Sciences.
Abstract: We provide a conceptual review of the research on assessment in technology-enhanced collaborative inquiry in K-14 education, published between 1994 and 2013. The 57 studies that satisfied our search criteria were coded using a framework that considered the nature of the assessment intervention, the purposes of the assessment intervention, and the role of technology in student learning. This allowed us to identify four types of assessment interventions. The findings indicated that only interventions in the immersion orientation seemed to help students learn how to learn. Such assessment practices enabled students to learn actively and to learn both disciplinary substance and metacognitive/regulative skills. However, relatively few studies clearly integrated assessment and learning. The main contributions of this 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.
URI: https://doi.dx.org/10.22318/cscl2015.192
https://repository.isls.org/handle/1/407
Appears in Collections:CSCL 2015

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