You are here:

Authentic Assessment in Computer Supported Collaborative Learning Environments in Higher Education
PROCEEDINGS

, , University of Piraeus, Greece

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper is a report on findings of a study conducted on higher education level. Correlation analysis was used to examine the connection between the perceptions of learners on authentic assessment and study approach (deep/surface), reflective thinking, motivation and dimensions of authentic assessment in a web based collaborative learning environment. Findings indicate that authentic assessment promotes deep study approach, reflection and intrinsic goal orientation. Learners strongly connect web based authentic assessment with overall authenticity, task, physical context, results, criteria and criterion transparency. Educators and constructors of CSCL environments could use authentic assessment as an alternative and more efficient way of assessment and learning. Well organized and understandable to learners standards, authentic tasks, criteria and rubrics enhance authenticity in assessment.

Citation

Mathiopoulos, K. & Paraskeva, F. (2009). Authentic Assessment in Computer Supported Collaborative Learning Environments in Higher Education. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2912-2916). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 23, 2019 from .

Recording

http://aace.na4.acrobat.com/p21546371/ (Access with Subscription)