authentic assessment in computer supported collaborative learning environments in higher education

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

Post on 05-Jan-2016

22 views

Category:

Documents

0 download

Embed Size (px)

DESCRIPTION

Department of Technology Education and Digital Systems University of Piraeus. Authentic Assessment in Computer Supported Collaborative Learning Environments in Higher Education. Konstantinos Mathiopoulos Fotini Paraskeva - PowerPoint PPT Presentation

TRANSCRIPT

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusAuthentic Assessment in Computer Supported Collaborative Learning Environments in Higher Education

    Konstantinos MathiopoulosFotini Paraskeva

    University of Piraeus, Department of Technology Education and Digital Systems

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusContents at a glanceTheoretical background of Authentic AssessmentDefinitions of Authentic AssessmentTraditional Assessment VS Authentic AssessmentAdvantages and disadvantages of Authentic AssessmentAuthentic Assessments expectations Research gapGoal of the paperStudy on Authentic Assessment in Computer Supported Collaborative Learning Environments in Higher EducationConclusionsFuture research

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of Piraeus

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusDefinitions of Authentic Assessment:

    "A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills "-- Jon Mueller 2008

    "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins 1993, p229).

    "Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34).

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusTraditional Assessment VS Authentic Assessment Multiple choice or other tests that are easily marked, often revealing only whether students can recognise, recall or plug in what was learned out of context.Linking learning and working by creating a correspondence between what is assessed in school and what students need to do in the workplace.

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusMandernach, B. J. (2003). Incorporating Authentic Assessment. Retrieved 01-05-09, from Park University

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusAuthentic Assessments in general are expected to: stimulate students to learn more deeply (Birenbaum, 1996; Dochy & McDowell, 1997; McDowell, 1995; Frederiksen, 1984)

    stimulate students to develop professionally relevant skills and thinking processes used by professionals (Gielen et al; Savery & Duffy, 1995)

    motivate students to learn by showing the immediate relevance of that which is learnt for professional practice (Herrington & Herrington, 1998; Lizzio & Wilson, 2004a; Martens, Gulikers, & Bastiaens, 2004; McDowell)

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusResearch gap:New ways of assessment are required so as to replace standardized tests and quizzes.

    It is important to examine how authentic assessment could be integrated in a web based environment in higher education.

    The impact of authentic assessment on student learning in a computer supported collaborative learning environment is an open hot issue in higher education.

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusThis paper is a report on findings of a study focused on examining perceptions of assessment authenticity and the influence on student learning in a computer supported collaborative learning environment at higher education level. A growing body of literature and research on new modes of assessment stresses that the effects of assessments on student learning should always be examined in the light of the whole learning environment along with student perception of the learning environment (Biggs, 1996; Birenbaum, 1996; Segers, Dierick, & Dochy, 2001; Struyven, 2005). Goal of the paper

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusThe method: Research QuestionsDoes authentic assessment change the way that students think about assessment in general?

    Does implementation of authentic assessment improve study approach(deep/surface)?

    Does authentic assessment promote reflective thinking?

    Does authentic assessment increase motivation of learners in a computer supported collaborative learning environment?

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusThe Method: The ParticipantsParticipants were thirty-six post graduate students who attend a two-year Master's Degree (M.Sc.) in a department of "Information and Digital Systems" (120 ECTS) in the area of e-Learning. Students had various educational and professional backgrounds and age range from 22 to 55 years. Data was collected during the course of Computer Mediated Communication and Collaboration.

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusThe Method: The InstrumentsThe moodle course management system was used (http://eptlab.unipi.gr), in order for students to be able to communicate through chat and forums, access documents and presentations, participate in workshops (project submission, self-assessment and peer assessment) and answer to questionnaires.

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusA 41- item questionnaire for perception of authenticity based on 5-dimensionsal framework for authenticity (Gulikers, Bastiaens, & Kirschner, 2004; 2006) and on perceptions of the purpose of formative computer based assessment through quiz items (Sandra T. Miller, 2009) The 20-item deep and surface study approach questionnaire based on Revised-Study Process Questionnaire - 2 Factors (R-SPQ-2F; Biggs, Kember, & Leung, 2002).

    The 16-item reflective thinking questionnaire based on the Level of Reflective Thinking Questionnaire (Kember D. et al, 2000).

    The 81-item motives, cognitive and meta-cognitive strategies questionnaire based on the Motivated Strategies for Learning Questionnaire (Pintrich, R. R., & DeGroot, E. V. (1990).The Method: The Instruments

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusThe Statistical Results of the Research Table1: Pearson r correlation analysis of dimensions of authentic assessment, perceptions of authentic assessment and study approach.

    Pearson r CorrelationDeep Study ApproachSurface Study ApproachOverall AuthenticityTaskPhysical ContextForm/ ResultCriteriaCriteria TransparencyPerception of PurposeOverall Authenticity,390*-,176Task (Low Cronbach a) ,410*-,244,834**Physical Context,297-,175,633**,680**Form /Result,364*-,255,745**,798**,727**Criteria,297-,324,768**,777**,751**,833**Criteria Transparency,348*-,157,579**,544**,656**,672**,660**Perception of Purpose,401*-,339*,737**,722**,709**,766**,680**,570**Value of AA,395*-,524**,699**,675**,761**,796**,725**,580**,795**Note: * Correlation is significant at the 0.05 level (2-tailed). ** Correlation is significant at the 0.01 level (2-tailed). Sample size: N=36

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusThe Statistical Results of the Research Pearson r correlation analysis indicates that authentic assessment indicators have positive linear relationship with deep study approach.

    Statistically significant is the correlation between deep study approach and overall authenticity r(36) = .390 p< .05, Form /Result r(36) = .364 p< .05, Criteria Transparency r(36) = .348 p< .05, Perception Of Purpose r(36)= .401 p< .05 and Value of Authentic Assessment r(36)= .395 p< .05.

    On the contrary, authentic assessment indicators have negative linear correlation with surface study approach.

    Statistically significant factors are Perception Of Purpose r(36)= - .339 p< .05 and Value of Authentic Assessment r(36)= - .524 p< .01.

    Konstantinos Mathiopoulos Fotini Paraskeva

  • Konstantinos Mathiopoulos Fotini Paraskeva*Department of Technology Education and Digital SystemsUniversity of PiraeusThe Statistical Results of the Research There is positive linear co