Sociocultural Perspectives on Assessment

Gipps, Caroline

doi:10.1002/9780470753545.ch6

Cited by 66 publications

(55 citation statements)

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“…There have now been major changes in views of learning and instruction, and current views propose that assessment play the dual roles of scaffolding learning and measuring it (Black & Dylan, 1998;Gipps, 2002;Shepard, 2000). Assessments need to be designed so they are interpreted to the instructional processes with learning.…”

Section: Assessment Of Learning and Assessment For Learningmentioning

confidence: 99%

Students assessing their own collaborative knowledge building

Lee

Chan

Aalst

2006

Computer Supported Learning

118

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We describe the design of a knowledge-building environment and examine the role of knowledge-building portfolios in characterizing and scaffolding collaborative inquiry. Our goal is to examine collaborative knowledge building in the context of exploring the alignment of learning, collaboration, and assessment in computer forums. The key design principle involved turning over epistemic agency to students; guided by several knowledge-building principles, they were asked to identify clusters of computer notes that indicated knowledge-building episodes in the computer discourse. Three classes of 9th grade students in Hong Kong used Knowledge Forum in several conditions: Knowledge Forum only, Knowledge Forum with portfolios, and Knowledge Forum with portfolios and principles. Results showed: (1) Students working on portfolios guided knowledge-building principles showed deeper inquiry and more conceptual understanding than their counterpart (2) Students' knowledge-building discourse, reflected in portfolio scores, contributed to their domain understanding; and (3) Knowledge-building portfolios helped to assess and foster collective knowledge advances: A portfolio with multiple contributions from students is a group accomplishment that captures the distributed and progressive nature of knowledge building. Students extended their collective understanding by analyzing the discourse, and the portfolio scaffolded the complex interactions between individual and collective knowledge advancements.

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Section: Assessment Of Learning and Assessment For Learningmentioning

confidence: 99%

Students assessing their own collaborative knowledge building

Lee

Chan

Aalst

2006

Computer Supported Learning

118

View full text Add to dashboard Cite

show abstract

“…Data were collated, categorised and analysed for telling examples and themes. Categories were drawn from the literature on assessment for learning when viewed from a sociocultural lens (Gipps, 1999). Categories included the social context of interaction, apparent teacher assessment purpose for interaction, means for eliciting student ideas, the nature of feedback and so on.…”

Section: Project 2: Interactions Around Science and Technology Ideasmentioning

confidence: 99%

Multimodal ways of eliciting students' voice

Cowie

Otrel-Cass

Moreland

2010

Waikato Journal of Education

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“…How does the student react to electronic feedback? What is the assessment relationship (Gipps, 2002) when the assessor is 'the computer'? The sociocultural implications of using ICT in assessment (as in teaching) are enormous and this is a key field for the work of social scientists alongside learning technologists.…”

Section: Ict-based Assessment In Universities 179mentioning

confidence: 99%

What is the role for ICT‐based assessment in universities?

Gipps

2005

Studies in Higher Education

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Sociocultural Perspectives on Assessment

Cited by 66 publications

References 0 publications

Students assessing their own collaborative knowledge building

Students assessing their own collaborative knowledge building

Multimodal ways of eliciting students' voice

What is the role for ICT‐based assessment in universities?

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