A 2×3 model of student-directed formative assessment in collaborative knowledge creation

Li Sha*, Jan van Aalst

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

1 Citation (Scopus)
6 Downloads (Pure)

Abstract

We develop a 2×3 model to guide formative assessment of Bereiter and Scardamalia's knowledge creation. The notion of students as both knowledge creators and assessors of their own learning gives rise to theoretical and methodological issues; we explore these by putting them under a broad array of powerful theoretical perspectives, which involve the contemporary research in CSCL, self-regulated learning (SRL), metacognition, and motivation. The central idea fusing these various perspectives is the notion of human agency in Bandura's social cognitive theory.

Original languageEnglish
Title of host publicationProceedings of the 17th International Conference on Computers in Education, ICCE 2009
EditorsS.C. Kong, H. Ogata, H.C. Amseth
Place of PublicationHong Kong
PublisherAsia-Pacific Society for Computers in Education
Pages205-212
Number of pages8
ISBN (Print)9789868473539
Publication statusPublished - 1 Dec 2009
Externally publishedYes
Event17th International Conference on Computers in Education, ICCE 2009 - Hong Kong, Hong Kong
Duration: 30 Nov 20094 Dec 2009
Conference number: 17

Conference

Conference17th International Conference on Computers in Education, ICCE 2009
Abbreviated titleICCE
CountryHong Kong
CityHong Kong
Period30/11/094/12/09

Keywords

  • Collaborative knowledge creation
  • CSCL
  • Formative assessment
  • Human agency
  • Metacognition
  • Motivation
  • Self-regulation

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