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Using student-generated questions and peer-responses as a formative e-assessment strategy: Students acting as more knowledgeable others
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. University of Rwanda, Rwanda.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
2017 (English)In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education / [ed] Jon Dron, Sanjaya Mishra, Association for the Advancement of Computing in Education, 2017, p. 108-117Conference paper, Published paper (Refereed)
Abstract [en]

Student-generated questions and peer-responses can support formative assessment practices through student self-questioning and peer scaffolding. So far, the studies on student-generated questions and peer-responses have focused on reading comprehension. This study focused on student-generated questions used in the context of the student-based formative e-assessment through peer scaffolding. This study's aim was two-fold: Firstly, we wanted to examine whether there was a relationship between the thinking levels exhibited in student-generated questions and the thinking levels exhibited in their corresponding peer-responses. Secondly, we wanted to analyse the level of students’ satisfaction with their peers’ responses. Using a Bloom’s Taxonomy-based assessment rubric, the student generated-questions and peer-responses were rated following three thinking levels: basic, medium, and high. The results show that the thinking levels exhibited in the student-generated questions are not the same as the thinking levels exhibited in their corresponding peer-responses. In addition, all students were not immediately satisfied with their peer-responses. In the end, we realised that through this exercise, the student-questioners and the student-respondents were respectively engaged in a “meaning-seeking” and “meaning-making” exercise and the longer the time for reaching the consensus, the more this exercise grew stronger and became much more significant.

Place, publisher, year, edition, pages
Association for the Advancement of Computing in Education, 2017. p. 108-117
National Category
Information Systems
Research subject
Information Society
Identifiers
URN: urn:nbn:se:su:diva-149277ISBN: 978-1-939797-31-5 (print)OAI: oai:DiVA.org:su-149277DiVA, id: diva2:1159993
Conference
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Vancouver, British Columbia, Canada, Oct 17, 2017
Available from: 2017-11-24 Created: 2017-11-24 Last updated: 2019-01-21Bibliographically approved
In thesis
1. Technology-enhanced formative assessment in higher education: An intervention design of scaffolding student self-regulated learning
Open this publication in new window or tab >>Technology-enhanced formative assessment in higher education: An intervention design of scaffolding student self-regulated learning
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

As online learning is increasingly adopted in higher education institutions, many instructors are faced with the challenges of devising and implementing effective pedagogical practices that advance student learning. One of the challenges points to the design and development of assessment activities that truly inform the teaching and learning process. Despite the fact that both formative and summative assessment are important in teaching and learning, summative assessment has been dominating instructional processes in higher education at the expense of formative assessment. In higher education, in many countries including Rwanda, efforts that are made to practice formative assessment are hampered by a variety of factors that lead to ill-practices. Using technology-enhanced instructional interventions, this study attempted to address these factors. The study aimed at developing technology-enhanced instructional interventions to support student-based formative assessment that promote self-regulated learning. Additionally, this study proposes the design guidelines for the development of such instructional interventions. The study was guided by the following general research question: What are the characteristics of technology-enhanced formative assessment activities that promote student self-regulated learning? This research question was addressed using three specific research questions: (1) How do lecturers and students understand and practice formative assessment and feedback? (2) How can technology-enhanced formative assessment activities help student develop self-regulated learning skills? (3) What design guidelines should be followed in order to develop technology-enhanced formative assessment activities that promote student self-regulated learning? This study used Educational Design Research approach. Technology-enhanced instructional interventions were formatively developed, iteratively tested and evaluated in order to help students develop their self-regulated learning skills. Based on the findings of this study, three improved formative e-assessment packages are proposed as a practical research contribution: online knowledge survey, online peer-scaffolding through student-generated questions and peer-responses, and electronic reflective journals. In addition, based on the findings, this dissertation suggests a set of design guidelines and lessons learned in order to inform other educational practitioners who would like to develop technology-enhanced formative assessment activities that promote student-regulated learning.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2019. p. 105
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 19-003
Keywords
Technology-enhanced learning, formative e-assessment, self-regulated learning, blended learning
National Category
Learning
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-165086 (URN)978-91-7797-592-2 (ISBN)978-91-7797-593-9 (ISBN)
Public defence
2019-03-11, L50, NOD-huset, Borgarfjordsgatan 12, Stockholm, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 5: Accepted.

Available from: 2019-02-14 Created: 2019-01-21 Last updated: 2019-01-31Bibliographically approved

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