Students assessing their own collaborative knowledge building |
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Authors: | Eddy Y C Lee Carol K K Chan Jan van Aalst |
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Affiliation: | (1) Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong, China;(2) Faculty of Education, Simon Fraser University, 8888, University Drive, Burnaby, British Columbia, V5A 1S6, Canada |
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Abstract: | We describe the design of a knowledge-building environment and examine the role of knowledge-building portfolios in characterizing
and scaffolding collaborative inquiry. Our goal is to examine collaborative knowledge building in the context of exploring
the alignment of learning, collaboration, and assessment in computer forums. The key design principle involved turning over
epistemic agency to students; guided by several knowledge-building principles, they were asked to identify clusters of computer
notes that indicated knowledge-building episodes in the computer discourse. Three classes of 9th grade students in Hong Kong
used Knowledge Forum in several conditions: Knowledge Forum only, Knowledge Forum with portfolios, and Knowledge Forum with
portfolios and principles. Results showed: (1) Students working on portfolios guided by knowledge-building principles showed
deeper inquiry and more conceptual understanding than their counterparts; (2) Students' knowledge-building discourse, reflected
in portfolio scores, contributed to their domain understanding; and (3) Knowledge-building portfolios helped to assess and
foster collective knowledge advances: A portfolio with multiple contributions from students is a group accomplishment that
captures the distributed and progressive nature of knowledge building. Students extended their collective understanding by
analyzing the discourse, and the portfolio scaffolded the complex interactions between individual and collective knowledge
advancements.
Computer-Supported Collaborative Learning (2006) 1(1):57-87
DOI 10.1007/s11412-006-6844-4
This paper was published without its complete corrections. This is a publisher and typesetter error.
The online version of the original article can be found at: |
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Keywords: | Knowledge building Assessment Portfolios Collaborative inquiry Asynchronous networked environment |
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