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Collaborative Mode Complex Assessment Tasks in Authentic Context: Theoretical Background, Internet Implementation and Validation
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, , , Faculty of Education - Université du Québec à Montréal (UQÀM), Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper wants to develop complex assessment tasks theory by expanding the field of learning assessment and especially computer based assessment by the implementation of collaborative mode complex assessment tasks in authentic context. These tasks could include assessment modes as open questions, portfolios, scenarios, games, problems and collaborative projects. They could be performed in collaborative mode allowing many students to perform them online under teacher supervision. Furthermore, students could perform these tasks and to be assessed as team members, team leaders in training and managers in training. These assessment tasks could suppress traditional assessment techniques such as written exams in classroom and be used for certification. These tasks could be implemented using mobile learning without the presence of teachers and students with personal digital assistants(PDAs), Blackberrys and cellular phones using Internet and WIFI technology.

Citation

Lesage, M., Riopel, M. & Raîche, G. (2010). Collaborative Mode Complex Assessment Tasks in Authentic Context: Theoretical Background, Internet Implementation and Validation. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1096-1105). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 17, 2021 from .

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