A novel approach to assess collaborative learning processes and group performance through the knowledge convergence

Abstract

The challenge of assessment in collaborative learning is well known. The major issue is whether the assessment should focus on the individual level or the group level. Traditional assessment approaches only concern about individualized assessment, examination, or coding individual transcripts into speech acts. How to support teachers to monitor and assess collaborative learning processes at the group level has not been systematically addressed. This paper aims to design a new approach for assessing collaborative learning processes and group performance through the lens of knowledge convergence. We use the innovative knowledge map approach to analyze the degree of process and outcome convergence so as to provide insight into the qualities of collaborative learning processes. A total of 94 undergraduate students participated in this study. The empirical results indicate that the qualities of process can be quantified by the number of activated common knowledge and the degree of process convergence. The degree of outcome convergence can be used as an effective indicator for assessing group performance. Implications for instructors to facilitate knowledge convergence in collaborative learning are also discussed. The major contribution of this study is the design of a 167-185 DOI 10.1007/s40692-014-0009-7 novel approach to assess a collaborative learning process and outcome by analyzing the degree of knowledge convergence.

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