You are here:

Assessing Deeper Learning in Open Online Learning Communities
PROCEEDINGS

, simSchool, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper describes a framework for assessing deeper learning in open learning communities based on eight essential practices. It begins by defining deeper learning and outlining a case for elevating formative, performance-based assessments over summative assessments. The skill of self- and peer-assessment is treated as a key requirement of deeper learning, which also makes the assessment practices scalable in open learning environments.

Citation

Gibson, D. (2013). Assessing Deeper Learning in Open Online Learning Communities. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 459-465). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

View References & Citations Map

References

  1. Barak, M., & Rafaeli, S. (2004). On-line question-posing and peer-assessment as a means for web-based knowledge sharing in learning. International Journal of Human-Computer Studies, 61(1), 84-103.
  2. Blackler, F. (1995). Knowledge, knowledge work and organizations: An overview and interpretation. Organization Studies, 16(6), 16– 36.
  3. Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151– 167.
  4. Boud, D., Cohen, R., & Sampson, J. (1999). Peer learning and assessment. Assessment and Evaluation in Higher Education, 24(4), 413– 436.
  5. Bright, M.I. (2005). Can Japanese mentoring enhance understanding of Western mentoring? Employee Relations, 27(4), 325-339.
  6. Brown, J.S., & Deguid, P. (2000). The social life of information. Cambridge, MA: Harvard Business School Press. Covington, M.V., & M ü eller, K.J. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation. Educational Psychology Review, 13(2), 157 – 176.
  7. Davidson, C.N. (2011). Now you see it: How the brain science of attention will transform the way we live, work, and learn. New York: Viking.
  8. Gray, B. (2004). Informal learning in an online community of practice. Journal of Distance Education, 19(1), 20 – 35.
  9. Hung, D. (1999). Activity, apprenticeship, and epistemological appropriation: Implications from the writings of Michael Polanyi. Educational Psychologist, 34(4), 193 – 205.
  10. Keppell, M., Au, E., Ma, A., & Chan, C. (2006). Peer learning and learning-oriented assessment in technologyenhansed environments. Assessment& Evaluation in Higher Education, 31(4), 453-464.
  11. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
  12. McDonald, B., & Hallinan, C. (2005). Seishin habitus: spiritual capital and Japanese rowing. International Review for the Sociology of Sport, 40(2), 187-200.
  13. Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 1997(74), 5-12.
  14. Mislevy, R., Steinberg, L., & Almond, R. (1999). Evidence-Centered Assessment Design. Educational Testing Service. Retrieved from http://www.education.umd.edu/EDMS/mislevy/papers/ECD_overview.html
  15. Mislevy, R., Steinberg, L., & Almond, R. (2003). On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1, 3 – 67.
  16. Moore, M.G. (1973). Toward a theory of independent learning and teaching. Journal of Higher Education, 44(12), 661 – 679.
  17. Orr, J. (1996). Talking about machines: An ethnography of a modern job. Ithica, NY: Cornell University Press. Pellegrino, J., N. Chudowsky, and R. Glaser, eds. (2001). Knowing what students know: The science and design of educational assessment. Committee on the Foundations of Assessment, Board on Testing and Assessment, Center for Education, National Research Council. Washington, DC: National Academy Press.
  18. Stefani, L.A.J. (1998). Assessment in partnership with learners. Assessment& Evaluation in Higher Education, 23(4), 339 – 350.
  19. Weidman, J.C., & Stein, E.L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
  20. Weiss, D.J, & Shanteau, J. (2003). Empirical assessment of expertise. Human Factors, 45(1), 104 – 116.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.