Session Information
16 SES 02 C, ICT and Assessment
Paper Session
Contribution
In the European Higher Education Area (EHEA) curricula are mainly organized around the development of competences where assessment plays a central role. Contents and processes have to produce a useful and factual knowledge about students’ competence level, recognising their needs and developing their competences (Dodero y col., 2009). In this context, students’ active participation in their own assessment is essential. Therefore, teachers need to plan this participation and introduce it into the teaching and learning process.
Interactive and dialogical asynchronous contribution tools (IDACT), such as forums, blogs and wikis, are an exceptional resource to develop generic competences as communication, discussion and negotiation. They can also promote both students’ involvement in the assessment process and students’ interaction with instructors.
The EvalHIDA[1] project is aimed at establishing the requirements needed to exploit and adapt current IDACT facilities to the demands of competence assessment.
In this paper, we focus on wikis, which are characterized by a variety of powerful information-sharing and collaboration features that offer key advantages, such as allowing learners to be actively involved in their own knowledge construction, as well as improving co-writing and facilitating their monitoring (Trentin, 2009).
Walker (2006, p. 10), states “wikis are particularly suitable for these collaborative knowledge building applications because of a number of key features. Since all members are encouraged to participate in the process, wikis are especially well suited to serve as knowledge repositories for communities of practice where participants improve and expand upon the knowledge base through their sustained contributions over time”.
Research indicates that wikis go beyond technological innovations and related benefits and also offer a change of philosophy in relation to the knowledge construction and assessment process.
To use wikis through collaborative groups the wiks’s way philosophy must fit in the culture of the group. Conversational technologies such as wikis need people to share their knowledge, invite critique, present multiple points of view, seek to change others´ ideas and can enable students’ active participation in their own assessment (Watson and Harper, 2008: Gallego and col., 2009).
As noted by Trentin (2009, p. 44), “The literature reports many experiences in the educational use of wikis. Several of these have addressed the problem of evaluating the contents that students have developed and the level of learning/competences reached in developing them. On the other hand, it would seem that the area regarding evaluation of the collaborative process carried out by students has not yet been fully dealt with”.
[1] EvalHIDA project, funded by Spanish Ministry of Science and Innovation, project EA2008-0237.
Method
Expected Outcomes
References
Byron M. (2005). Teaching with wiki. Teaching Philosophy 28,108–113. Dodero, J.M., Rodríguez, G. e Ibarra, Mª.S. (2009) Análisis de de las contribuciones a un wiki para la evaluación web de competencias. VI Simposio Pluridisciplinar sobre Diseño y Evaluación de Contenidos Educativos Reutilizables (SPDECE 2009). Mérida (México). Ezeiza, A. y Palacios, S. (2009). Evaluación de la competencia comunicativa y social en foros virtua-les. Relieve, vol. 15, nº 2. In: http://www.uv.es/RELIEVE/v15n2/RELIEVEv15n2_2.htm (acceso 2009). Gallego, B., Gómez, M. A., Quesada, V., Ibarra, Mª S., Rodríguez, G. (2009). E-Evaluación del Trabajo Colaborativo mediante el Uso De Wiki. Actas 1ª Jornadas Andaluzas de Innovación Docente Universitaria. Nicol, D. (2009). Transforming Assessment and Feedback: Enhancing integration and empowerment in the first year. Mansfield: Enhancement Themes. Hamer J. (2006). Some experiences with the ‘contributing student approach’. Proceedings of the 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, Bologna, Italy. In: http://portal.acm.org/citation.cfm?id=1140123.1140145 (acceso 2009). Ibarra, M.S., Rodríguez, G. y Gómez, M.A. (2008). Luces y sombras de LAMS en la evaluación del aprendizaje universitario. Actas de la Conferencia Iberoamericana LAMS 2008. Cádiz: LAMS Foundation, 81-90. Rodríguez, G., Ibarra, M.S., Gómez, M.A. y Gallego, B. (2009). The Challenge of e-Self-Assessment in Higher Education. Actas de la European Conference on Educational Research. Viena: EERA. Trentin, G. (2009).Using a wiki to evaluate individual contribution to a collaborative learning project. Journal of Computer Assisted Learning, 25, 43–55. Watson, G. and Harper, C. (2008). Supporting knowledge creation: using wikis for group collaboration. Educase Center for applied research. Research Bulletin, vol. 8, issue 3. In: http://net.educause.edu/ir/library/pdf/ERB0803.pdf Walker, J. P. (2006). Identifying and overcoming barriers to the successful adoption and use of wikis in collaborative knowledge management. Honors Thesis, University of North Carolina. In http://etd.ils.unc.edu/dspace/bitstream/1901/267/1/walker+wiki+thesis+final.pdf
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