Assessment as a vehicle for learning: extending collaboration into testing
Assessment as a vehicle for learning: extending collaboration into testing
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评估作为学习的工具：将协作扩展到测试
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Richard A. Walker
中科院分区：
文献类型：
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作者：
Erica Sainsbury;Richard A. Walker
高等教育工作者越来越认识到合作和小组工作对学生学习的好处；然而，人们普遍认为，考试应该在没有机会与其他学习者互动或使用相关资源的情况下完成。本文提出了另一种方法，基于社会文化概念，即学习是一个基本的社会过程，以及动态评估的概念（Magnusson et al. 1997）。这种方法的主要优点是，学生有机会在评估中学习，而不是简单地因为不知道而受到惩罚。学生的反馈，无论是定性的还是定量的，都表明这种方法大大提高了学习效果。缺点包括合作的倒退和学生“游手好闲”的可能性；然而，这些问题可以在整体评估上下文中解决。
Tertiary educators increasingly recognize the benefits for student learning of collaboration and group work; however, it is commonly perceived that examinations should be completed without the opportunity for interaction with other learners or use of relevant resources. An alternative approach is suggested in this article, based on the sociocultural concept that learning is a fundamentally social process, and on the notion of dynamic assessment (Magnusson et al. 1997). The primary advantage of this approach is that students are given the opportunity to learn during the assessment, rather than simply being penalized for not knowing. Student feedback, both qualitative and quantitative, suggests that learning is significantly enhanced by this approach. Drawbacks include the possibilities of regressive collaboration and student ‘loafing’; however, these concerns can be addressed within the overall assessment context.