메뉴 건너뛰기




Volumn , Issue , 2013, Pages 280-296

Assessment in collaborative learning

Author keywords

[No Author keywords available]

Indexed keywords


EID: 85086216766     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203837290-25     Document Type: Chapter
Times cited : (33)

References (55)
  • 1
    • 0003926154 scopus 로고
    • New York: Oxford University Press
    • American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. New York: Oxford University Press.
    • (1993) Benchmarks for Science Literacy
  • 2
    • 85086218091 scopus 로고    scopus 로고
    • Assessment of 21st Century Skills (ACT21) Project. (n.d.). Retrieved from www.act21.org
  • 4
    • 85071126069 scopus 로고    scopus 로고
    • Learning communities in classrooms: A reconceptualization of educational practice
    • C. M. Reigeluth (Ed.), Mahwah, NJ: Erlbaum
    • Bielaczyc, K., & Collins, A. (1999). Learning communities in classrooms: A reconceptualization of educational practice. In C. M. Reigeluth (Ed.), Instructional design theories and models (Vol. 2, pp. 269-292). Mahwah, NJ: Erlbaum.
    • (1999) Instructional Design Theories and Models , vol.2 , pp. 269-292
    • Bielaczyc, K.1    Collins, A.2
  • 10
    • 75149133469 scopus 로고    scopus 로고
    • (secondary, 4-6). Hong Kong SAR, China: Author
    • Center for Curriculum Development (CDC)/Hong Kong Examinations and Assessment Authority (HKEAA). (2007). Liberal studies curriculum and assessment guide (secondary 4-6). Hong Kong SAR, China: Author.
    • (2007) Liberal Studies Curriculum and Assessment Guide
  • 11
    • 27644541864 scopus 로고    scopus 로고
    • Learning, assessment, and collaboration in computer-supported learning environments
    • J. W. Strijbos, P. A. Kirschner, & R. L. Martens (Eds.), Dordrecht, Netherlands: Kluwer
    • Chan, C. K. K., & van Aalst, J. (2004). Learning, assessment, and collaboration in computer-supported learning environments. In J. W. Strijbos, P. A. Kirschner, & R. L. Martens (Eds.), What we know about CSCL: And implementing it in higher education (pp. 87-112). Dordrecht, Netherlands: Kluwer.
    • (2004) What We Know about CSCL: And Implementing It in Higher Education , pp. 87-112
    • Chan, C.K.K.1    Van Aalst, J.2
  • 12
    • 56549100856 scopus 로고    scopus 로고
    • Mobile formative assessment tool based on data mining techniques for supporting web-based learning
    • Chen, C.-M., & Chen, M.-C. (2009). Mobile formative assessment tool based on data mining techniques for supporting web-based learning. Computers & Education, 52, 256-273.
    • (2009) Computers & Education , vol.52 , pp. 256-273
    • Chen, C.-M.1    Chen, M.-C.2
  • 13
    • 0033629912 scopus 로고    scopus 로고
    • Grouping in the dark: What college students learn from group projects
    • Colbeck, C., Campbell, S., & Bjorklund, S. (2000). Grouping in the dark: What college students learn from group projects. The Journal of Higher Education, 71(1), 60-83.
    • (2000) The Journal of Higher Education , vol.71 , Issue.1 , pp. 60-83
    • Colbeck, C.1    Campbell, S.2    Bjorklund, S.3
  • 15
    • 34249729444 scopus 로고    scopus 로고
    • Fostering continuous improvement and learning through peer assessment: Part of an integral model of assessment
    • Davis, N. T., Kumtepe, E. G., & Aydeniz, M. (2007). Fostering continuous improvement and learning through peer assessment: Part of an integral model of assessment. Educational Assessment, 12, 113-135.
    • (2007) Educational Assessment , vol.12 , pp. 113-135
    • Davis, N.T.1    Kumtepe, E.G.2    Aydeniz, M.3
  • 16
    • 34247281147 scopus 로고    scopus 로고
    • Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for social network analysis
    • de Laat, M., Lally, V., & Lipponen, L. (2007). Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for social network analysis. International Journal of Computer-Supported Collaborative Learning, 2, 87-103.
    • (2007) International Journal of Computer-Supported Collaborative Learning , vol.2 , pp. 87-103
    • De Laat, M.1    Lally, V.2    Lipponen, L.3
  • 20
    • 0041028934 scopus 로고    scopus 로고
    • Effective discussion through a computer-mediated anchored forum
    • Guzdial, M., & Turns, J. (2000). Effective discussion through a computer-mediated anchored forum. Journal of the Learning Sciences, 9, 437-469.
    • (2000) Journal of the Learning Sciences , vol.9 , pp. 437-469
    • Guzdial, M.1    Turns, J.2
  • 22
    • 3543046771 scopus 로고    scopus 로고
    • Emergence of progressive-inquiry culture in computer-supported collaborative learning
    • Hakkarainen, K. (2003). Emergence of progressive-inquiry culture in computer-supported collaborative learning. Learning Environments Research, 6, 199-220.
    • (2003) Learning Environments Research , vol.6 , pp. 199-220
    • Hakkarainen, K.1
  • 24
    • 10044280957 scopus 로고    scopus 로고
    • Building social networks via computer networks: Creating and sustaining distributed learning communities
    • K. A. Renniger & W. Shumar (Eds.), New York: Cambridge University Press
    • Haythornthwaite, C. (2002). Building social networks via computer networks: Creating and sustaining distributed learning communities. In K. A. Renniger & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 159-190). New York: Cambridge University Press.
    • (2002) Building Virtual Communities: Learning and Change in Cyberspace , pp. 159-190
    • Haythornthwaite, C.1
  • 25
    • 27744548375 scopus 로고    scopus 로고
    • Toward an understanding of how threads die in asynchronous computer conferences
    • Hewitt, J. (2005). Toward an understanding of how threads die in asynchronous computer conferences. Journal of the Learning Sciences, 14, 567-589.
    • (2005) Journal of the Learning Sciences , vol.14 , pp. 567-589
    • Hewitt, J.1
  • 26
    • 3242699159 scopus 로고    scopus 로고
    • Productive discussion in science: Gender equity through electronic discourse
    • Hsi, S., & Hoadley, C. M. (1997). Productive discussion in science: Gender equity through electronic discourse. Journal of Science Education and Technology, 6, 23-36.
    • (1997) Journal of Science Education and Technology , vol.6 , pp. 23-36
    • Hsi, S.1    Hoadley, C.M.2
  • 27
    • 0141918622 scopus 로고    scopus 로고
    • Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design into practice
    • Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J.,… Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting Learning by Design into practice. Journal of the Learning Sciences, 12, 495-547.
    • (2003) Journal of the Learning Sciences , vol.12 , pp. 495-547
    • Kolodner, J.L.1    Camp, P.J.2    Crismond, D.3    Fasse, B.4    Gray, J.5    Holbrook, J.6    Ryan, M.7
  • 32
    • 0003608696 scopus 로고    scopus 로고
    • Washington, DC: National Academic Press
    • National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academic Press.
    • (1996) National Science Education Standards
  • 33
    • 36749093393 scopus 로고    scopus 로고
    • Individual differences in negative group work experiences in collaborative student learning
    • Pauli, R., Mohiyeddini, C., Bray, D., Michie, F., & Street, B. (2008). Individual differences in negative group work experiences in collaborative student learning. Educational Psychology, 28, 47-58.
    • (2008) Educational Psychology , vol.28 , pp. 47-58
    • Pauli, R.1    Mohiyeddini, C.2    Bray, D.3    Michie, F.4    Street, B.5
  • 34
    • 0040636450 scopus 로고    scopus 로고
    • From formative evaluation to a controlled regulation of learning processes. Towards a wider conceptual field
    • Perrenoud, P. (1998). From formative evaluation to a controlled regulation of learning processes. Towards a wider conceptual field. Assessment in Education: Principles, Policy & Practice, 5, 85-102.
    • (1998) Assessment in Education: Principles, Policy & Practice , vol.5 , pp. 85-102
    • Perrenoud, P.1
  • 36
    • 84982510713 scopus 로고
    • On the definition of feedback
    • Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28, 4-13.
    • (1983) Behavioral Science , vol.28 , pp. 4-13
    • Ramaprasad, A.1
  • 37
    • 84873458946 scopus 로고    scopus 로고
    • Self-assessment in a technology-supported environment: The case of grade 9 geography
    • Ross, J. A., & Starling, M. (2008). Self-assessment in a technology-supported environment: The case of grade 9 geography. Assessment in Education: Principles, Policy & Practice, 15, 183-199.
    • (2008) Assessment in Education: Principles, Policy & Practice , vol.15 , pp. 183-199
    • Ross, J.A.1    Starling, M.2
  • 38
    • 33846590564 scopus 로고    scopus 로고
    • Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry
    • Ruiz-Primo, M. A., & Furtak, E. M. (2007). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44, 57-84.
    • (2007) Journal of Research in Science Teaching , vol.44 , pp. 57-84
    • Ruiz-Primo, M.A.1    Furtak, E.M.2
  • 39
    • 34250026318 scopus 로고    scopus 로고
    • Knowledge building: Theory, pedagogy, and technology
    • R. K. Sawyer (Ed.), New York: Cambridge University Press
    • Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97-115). New York: Cambridge University Press.
    • (2006) The Cambridge Handbook of the Learning Sciences , pp. 97-115
    • Scardamalia, M.1    Bereiter, C.2
  • 40
    • 0002288111 scopus 로고
    • The methodology of evaluation
    • R. Tyler, R. Gagne, & M. Scriven (Eds.), Chicago, IL: Rand McNally
    • Scriven, M. (1967). The methodology of evaluation. In R. Tyler, R. Gagne, & M. Scriven (Eds.), Perspectives on curriculum evaluation (pp. 121-132). Chicago, IL: Rand McNally.
    • (1967) Perspectives on Curriculum Evaluation , pp. 121-132
    • Scriven, M.1
  • 41
    • 84993729340 scopus 로고    scopus 로고
    • The role of assessment in a learning culture
    • Shepard, L. E. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 1-14.
    • (2000) Educational Researcher , vol.29 , Issue.7 , pp. 1-14
    • Shepard, L.E.1
  • 42
    • 0142133509 scopus 로고    scopus 로고
    • Rediscovering cscl
    • T. Koschmann, R. Hall, & N. Miyake (Eds.), Mahwah, NJ: Erlbaum
    • Stahl, G. (2002). Rediscovering CSCL. In T. Koschmann, R. Hall, & N. Miyake (Eds.), CSCL 2: Carrying forward the conversation (pp. 169-181). Mahwah, NJ: Erlbaum.
    • (2002) CSCL 2: Carrying Forward the Conversation , pp. 169-181
    • Stahl, G.1
  • 43
    • 77956808286 scopus 로고    scopus 로고
    • Group cognition as a foundation for the new science of learning
    • M. S. Khine & I. M. Saleh (Eds.), Dordrecht, Netherlands: Springer
    • Stahl, G. (2010). Group cognition as a foundation for the new science of learning. In M. S. Khine & I. M. Saleh (Eds.), The new science of learning: Cognition, computers and collaboration in education (pp. 23-44). Dordrecht, Netherlands: Springer.
    • (2010) The New Science of Learning: Cognition, Computers and Collaboration in Education , pp. 23-44
    • Stahl, G.1
  • 44
    • 79957641126 scopus 로고    scopus 로고
    • Summative assessment: The missing link for formative assessment
    • Taras, M. (2009). Summative assessment: The missing link for formative assessment. Journal of Further and Higher Education, 33, 57-69.
    • (2009) Journal of Further and Higher Education , vol.33 , pp. 57-69
    • Taras, M.1
  • 45
    • 0037958464 scopus 로고    scopus 로고
    • From process to outcome: The effect of portfolio assessment on student learning
    • Tiwari, A., & Tang, C. (2003). From process to outcome: The effect of portfolio assessment on student learning. Nurse Education Today, 23(4), 269-277.
    • (2003) Nurse Education Today , vol.23 , Issue.4 , pp. 269-277
    • Tiwari, A.1    Tang, C.2
  • 47
    • 34250002274 scopus 로고    scopus 로고
    • Student-directed assessment of knowledge building using electronic portfolios
    • van Aalst, J., & Chan, C. K. K. (2007). Student-directed assessment of knowledge building using electronic portfolios. Journal of the Learning Sciences, 16, 175-220.
    • (2007) Journal of the Learning Sciences , vol.16 , pp. 175-220
    • Van Aalst, J.1    Chan, C.K.K.2
  • 48
    • 0032272874 scopus 로고    scopus 로고
    • Equity issues in collaborative group assessment: Group composition and performance
    • Webb, N. M., Nemer, K. M., Chizhik, A. W., & Sugrue, B. (1998). Equity issues in collaborative group assessment: Group composition and performance. American Educational Research Journal, 35, 607-651.
    • (1998) American Educational Research Journal , vol.35 , pp. 607-651
    • Webb, N.M.1    Nemer, K.M.2    Chizhik, A.W.3    Sugrue, B.4
  • 49
    • 0037005079 scopus 로고    scopus 로고
    • Short circuits or superconductors? Effects of group composition on high-achieving students’ science assessment performance
    • Webb, N. M., Nemer, K. M., & Zuniga, S. (2002). Short circuits or superconductors? Effects of group composition on high-achieving students’ science assessment performance. American Educational Research Journal, 39, 943-989.
    • (2002) American Educational Research Journal , vol.39 , pp. 943-989
    • Webb, N.M.1    Nemer, K.M.2    Zuniga, S.3
  • 51
    • 0001984805 scopus 로고    scopus 로고
    • Inquiry, modeling, and metacognition: Making science accessible to all students
    • White, B. Y., & Frederiksen, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 1-118.
    • (1998) Cognition and Instruction , vol.16 , pp. 1-118
    • White, B.Y.1    Frederiksen, J.2
  • 52
    • 0036760389 scopus 로고    scopus 로고
    • Small-group work and assessment in a pbl curriculum: A qualitative and quantitative evaluation of student perceptions of the process of working in small groups and its assessment
    • Willis, S. C., Jones, A., Bundy, C., Burdett, K., Whitehouse, C. R., & O’Neill, P. A. (2002). Small-group work and assessment in a PBL curriculum: A qualitative and quantitative evaluation of student perceptions of the process of working in small groups and its assessment. Medical Teacher, 24, 495-501.
    • (2002) Medical Teacher , vol.24 , pp. 495-501
    • Willis, S.C.1    Jones, A.2    Bundy, C.3    Burdett, K.4    Whitehouse, C.R.5    O’Neill, P.A.6
  • 53
    • 0001982885 scopus 로고    scopus 로고
    • Studying as self-regulated learning
    • D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Mahwah, NJ: Erlbaum
    • Winne, P., & Hadwin, A. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ: Erlbaum.
    • (1998) Metacognition in Educational Theory and Practice , pp. 277-304
    • Winne, P.1    Hadwin, A.2
  • 54
    • 0347126682 scopus 로고    scopus 로고
    • Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice
    • Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477-501.
    • (2003) Higher Education , vol.45 , pp. 477-501
    • Yorke, M.1
  • 55
    • 61449118874 scopus 로고    scopus 로고
    • Designs for collective cognitive responsibility in knowledge-building communities
    • Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge-building communities. Journal of the Learning Sciences, 18, 7-44.
    • (2009) Journal of the Learning Sciences , vol.18 , pp. 7-44
    • Zhang, J.1    Scardamalia, M.2    Reeve, R.3    Messina, R.4


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.