Lúcia Pombo Maria João Loureiro
Universidade de Aveiro, Departamento de Educação, CIDTFF Resumo
Vários autores advogam que a avaliação para a aprendizagem constitui uma estratégia potenciadora da aprendizagem mas existe um número reduzido de estudos que a exploram em contextos de aprendizagem colaborativa com recurso a ferramentas Web 2.0 e recomendações sobre “boas práticas”. Visando contribui para a área, descreve-se um estudo longitudinal desenvolvido numa instituição de ensino superior e que se considera inovador. As autoras reportam três ciclos de um estudo design-based, suportado nas suas narrativas e reflexões e nas perceções dos estudantes (recolhidas através de um questionário online). Os resultados sugerem, entre outros aspetos, que a avaliação para a aprendizagem promove uma aprendizagem ativa e autónoma e o desenvolvimento de espírito crítico. A orientação e a negociação dos referenciais de avaliação potenciam a sua familiarização com o processo, o aumento da qualidade da avaliação entre pares e contribui para a diminuição de atitudes e perceções negativas sobre a avaliação para a aprendizagem.
Palavras-chave: avaliação para a aprendizagem, blended learning, design-based research, estudo longitudinal.
Abstract
Assessment for learning can support students' learning but little is known about its efficacy in online contexts, in particular in collaborative learning contexts using Web 2.0 technologies. Furthermore, there is a gap in the literature in what regards “good assessment practices” when students are asked to create and publish content, or participate in networking activities, using social web technologies. This research fills the mentioned gaps describing an innovative longitudinal study, carried out in a blended learning module, in a higher education institution. The authors went through three cycles of design-based research, supported by their own perceptions and reflections and the student’s voice (gathered using an online questionnaire). The findings suggest that, among other aspects, assessment for learning, self and peer assessment, in particular, support active and autonomous learning, as well as critical thinking. Moreover, guiding students and negotiating the assessment framework, so that students can be familiar with it and produce ‘good’ feedback, increases the quality of peer assessment and decreases negative perceptions and attitudes about assessment for learning.
Keywords: assessment for learning, blended learning, design-based research, longitudinal study.
1.INTRODUCTION
Assessment for learning focuses on the usage of assessment strategies which can increase students’ learning as it intends to make students plan their own learning, define their weaknesses and strengths and improve their transferable skills (Van Gennip, Segers, & Tillema, 2009). Thus, the primary beneficiary of assessment should be the student. To achieve this, students and tutors must engage in a fruitful process of dialogue and feedback (Hatzipanagos, & Rochon, 2011). Assessment for learning should be an integral part of the learning process, take place throughout the process and can focus on cognitive, social and affective aspects. It generally includes a multi-method approach and creates a complete profile rather than simply a final grade (Balula, & Moreira, 2010; Canan, 2011).
In the context of assessment for learning, self and peer assessment play an important role (Cartney, 2010; Ploegh, Tillema, & Segers, 2009). While both types of assessment can entail reflection on the process and product of learning, since during peer assessment students judge, qualitatively and quantitatively, the works and performances of their peers (Strijbos, & Sluijsmans, 2010), students are encouraged to engage in discussion and collaboration. Topping (2009) states that peer assessment tasks can be used in different programme domains and subjects. Various products and outputs, including a writing essay, a portfolio, an oral presentation, a test performance and other skills, can be assessed by peers.
Several authors (Li, Liu, & Zhou, 2012; Lu, & Zhang, 2012; Topping, 2009) argue that students can benefit from peer assessment, since it engages the learners in shaping their own learning processes and increases their autonomy. However, recent literature, investigating students' perceptions about online peer assessment and the nature of students' resistance to peer assessment (Kaufman, & Schunn, 2011; Mok, 2011; Patton, 2012), indicates that students sometimes consider it unfair and often believe that peers are not qualified to review and assess their work. On the other hand, the authors also claim that students' perceptions about the fairness of their peers judgement may increases with experience; and, students' fairness conception is most significantly associated with their perceptions about the extent to which peers' feedback is useful and positive.
Although assessment for learning and peer assessment has been extensively used to support students' learning in face-to-face (f2f) classrooms (Gielen, 2007), little is known about its effectiveness in online contexts (Ertmer, Richardson, Belland, Camin, Connolly, & Coulthard, 2007), in particular in collaborative learning contexts using social web
technologies. Furthermore, Waycott, Gray, Thompson, Sheard, Clerehan, Richardson and Hamilton (2010) mention that there is a gap in the literature in what regards “good assessment practices” when students are asked to create and publish content, or participate in networking activities, using social web technologies.
The present contribution aims fill in the above mentioned gaps describing a study showing how the assessment for learning tasks have been (re)designed, considering the teachers and learners’ voices. An innovative longitudinal study is presented in order to analyse a design-based process, carried out along three years of experience.
After this brief introduction, the methodological options are described as well as the context of the study and the students’ profile. The following section provides a detailed outline of the longitudinal design-based study, including the main results. Final considerations and recommendations are suggested in order to take full advantage of assessment for learning in similar contexts.