Student-Directed Assessment of Knowledge Building Using Electronic Portfolios

摘要: Despite emphasis and progress in developing collaborative inquiry computer-supported learning research, little attention has been given to examining how collective can be assessed classrooms, students have agency assessing their own process. We propose that assessments should capture both individual aspects of designed ways foster collaboration. describe the design student-directed electronic portfolio characterize “scaffold” using Knowledge Forum™. Our involved asking identify exemplary notes computer discourse depicting knowledge building episodes four principles as criteria. report three studies examined designs roles portfolios with graduate Grade 12 Hong Kong Canada. The findings suggest building...