The aim of this study is to analyze different implementations of the KBC principle “Embedded and transformative assessment” in online courses at the University of Valle d’Aosta. For this purpose, using a design based research approach, three online courses, different for the planned phases of the strategies and knowledge assessment, were implemented. The assessment of knowledge and of strategies were considered in face-to-face meetings during the course in the first case, in an online portfolio at the end of each online module of the course in the second case, and for strategies in an online portfolio in the middle of the course, and for knowledge assessment in face to face meetings in the third case (see the excerpts in the Appendix). The results show that in the second implementation interdependence emerges between reading and writing from the module immediately following the online portfolio, but not interdependence among participants in reading and writing, which is probably due to the dimension of the community. Some implications concerning the relationship between the implementation of the “Embedded and transformative assessment “principle and the knowledge building activity, with reference to student Epistemic Agency, have been identified for future direction of inquiry.
Effects of Different Implementations of The “Embedded and Transformative Assessment” Principle on Knowledge Building in Online University Courses
Cacciamani S;Perrucci V
2013-01-01
Abstract
The aim of this study is to analyze different implementations of the KBC principle “Embedded and transformative assessment” in online courses at the University of Valle d’Aosta. For this purpose, using a design based research approach, three online courses, different for the planned phases of the strategies and knowledge assessment, were implemented. The assessment of knowledge and of strategies were considered in face-to-face meetings during the course in the first case, in an online portfolio at the end of each online module of the course in the second case, and for strategies in an online portfolio in the middle of the course, and for knowledge assessment in face to face meetings in the third case (see the excerpts in the Appendix). The results show that in the second implementation interdependence emerges between reading and writing from the module immediately following the online portfolio, but not interdependence among participants in reading and writing, which is probably due to the dimension of the community. Some implications concerning the relationship between the implementation of the “Embedded and transformative assessment “principle and the knowledge building activity, with reference to student Epistemic Agency, have been identified for future direction of inquiry.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
