The Knowledge Building Community model suggests that it is possible to organize a community that creates new knowledge through a collaborative inquiry activity. An effective indicator that a knowledge-building activity works is the presence of a relationship between reading and writing and the presence of Advanced Epistemic Agency in the activity of each member of the community. The focus of this study is to analyze how to implement the KBC principle “Embedded and transformative assessment” in online courses at the University. For this purpose, two implementations of the principle in two different online courses have been analyzed, considering in the first case the evaluation of knowledge in face-to-face meetings, and in the second case, the evaluation of knowledge and a metacognitive reflection on the work strategies in an online portfolio. The results show that in the second implementation exists a correlation between reading and writing from the module immediately following the online portfolio and maintenance of Advanced Epistemic Agency, comparing the activity from the beginning to the end of an online course.
Embedded and Transformative Assessment in an Online Course: A Design-Based Research Project.
Cacciamani S;
2012-01-01
Abstract
The Knowledge Building Community model suggests that it is possible to organize a community that creates new knowledge through a collaborative inquiry activity. An effective indicator that a knowledge-building activity works is the presence of a relationship between reading and writing and the presence of Advanced Epistemic Agency in the activity of each member of the community. The focus of this study is to analyze how to implement the KBC principle “Embedded and transformative assessment” in online courses at the University. For this purpose, two implementations of the principle in two different online courses have been analyzed, considering in the first case the evaluation of knowledge in face-to-face meetings, and in the second case, the evaluation of knowledge and a metacognitive reflection on the work strategies in an online portfolio. The results show that in the second implementation exists a correlation between reading and writing from the module immediately following the online portfolio and maintenance of Advanced Epistemic Agency, comparing the activity from the beginning to the end of an online course.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
