Abstract
Nowadays, teachers in school practice design and apply complex interactive learning scenarios according to standardised collaborative learning strategies such as jigsaw, TPS, etc. There is a well justified and an immediate need to help teachers to easily assess student’s performance. The assessment process in such complex educational scenarios is not a trivial issue since teachers have to combine data gathered during student’s individual performance along with the data which has been gathered throughout group collaboration-activities. Effective means of facilitating the assessment task is the use of rubrics as well as the interaction analysis indicators. This paper has proposed the idea of enriching the traditional assessment rubrics with indicators that measure the students’ performance in computer supported synchronous or asynchronous collaborative activities. Thus in this paper we propose a new conceptual assessment framework based on how an enriched assessment rubrics can be built. We will show an example of enriched assessment rubrics via a complex interactive learning scenario about the controversial issue of human cloning which the teacher can evaluate efficiently (1) the autonomous and team group performance of students (2) the spectrum of students’ interactions in each phase of the scenario and as a whole. Comments about the usability of this new type of rubrics will be reported as well as ideas for future research plans.
Similar content being viewed by others
References
Andrade H (2000) Using rubrics to promote thinking and learning. Educ Leadersh 57(5):13–18
Andrade H, Boulay B (2003) The role of self-assessment in learning to write. J Educ Res 97(1):21–34
Barros M, Verjedo M (2000) Analysing student interaction processes in order to improve collaboration. The DEGREE approach. Int J Artif Intell Educ 11:221–241
Bratitsis T, Dimitrakopoulou A (2005) Data performancing and usage interaction analysis in asynchronous discussions: the DIAS system. In: Proceedings of the 12th international conference on artificial intelligence in education AIED. Workshop on usage analysis in learning systems, Amsterdam, The Netherlands
Buzetto-More N (2006) The e-learning and business education paradigm: enhancing education, assessment and accountability. In: Proceedings of the Maryland business education association conference, Ocean City, MD
Chan C, van Aalst J (2006) Learning, assessment and collaboration in computer-supported environments. In: Dillenbourg P (Series ed), Strijbos JW, Kirschner PA, Martens RL (Vol eds) Computer-supported collaborative learning. What we know about CSCL: and implementing it in higher education, vol 3. Kluwer/Springer, Boston, pp 87−112
Chapman C, King R (2005) Differentiated assessment strategies: one tool doesn’t fit all. Corwin Press, Thousand Oaks
Daradoumis T, Martínez Α, Xhafa F (2006) A layered framework for evaluating on-line collaborative learning interactions. Int J Man-Mach Stud 64(7):622–635
De Laat M, Lally V, Lipponen L, Simons PRJ (2005) Patterns of interaction in a networked learning community: squaring the circle. http://eprints.soton.ac.uk/17267/. Accessed in Oct 2008
Dodge B, Pickette N (2001) Rubrics for web lessons. October 2008 from http://edweb.sdsu.edu/webquest/rubrics/weblessons.htm
Gallardo T, Guerrero LA, Collazos C, Pino JA, Ochoa S (2003) Supporting JIGSAW-type collaborative learning. In: Proceedings of the 36th annual Hawaii international conference on system sciences (Hicss’03)—Track 1—vol 1 (06–09 January 2003). IEEE Computer Society, Washington DC, 31.1
Goodyear P, Banks S, Hodgson V, McConnell D (2004) Advances in research on networked learning, Chap 5. Kluwer, Dordrecht, pp 91–121
Ho C, Swan K (2007) Evaluating online conversation in an asynchronous learning environment: an application of Grice’s cooperative principle. Internet Higher Educ 10:3–14
Marcos J, Martınez, Dimitriadis Y (2005) Towards adaptable interaction analysis tools in CSCL. In: Representing and analyzing collaborative interactions, Work-shop at the 12th international conference on artificial intelligence in education, AIED’2005, 18–25 July 2005. Amsterdam, The Netherlands
Martínez A, Dimitriadis Y, De La Fuente P (2003) Contributions to analysis of interactions for formative evaluation in CSCL. In: Llamas M, Fernandez MJ, Anido LE (eds) Computers and education: towards of lifelong learning society. Kluwer, The Netherlands, pp 227–238
Mazza R, Dimitrova V (2005) Generation of graphical representations of student tracking data in course management systems. In: Proceedings of the 9th international conference on information visualisation (IV’05), Washington DC, USA, pp 253–258
Moore G (1989) Three types of interaction. Am J Dist Educ 3(2):1–6
Petkov D, Petkova O (2006) Development of scoring rubrics for IS projects as an assessment tool. Issues Inf Sci Inf Technol Educ 3:499–510
Petropoulou O, Lazakidou G, Retalis S, Vrasidas C (2007) Analysing interaction behaviour in network supported collaborative learning environments: a holistic approach. Int J Knowl Learn 3(4&5):450–464
Petropoulou O, Retalis S, Siassiakos K, Karamouzis S, Kargidis T (2008) Helping educators analyse interactions within networked learning communities: a framework and the AnalyticsTool system. In: 6th international conference on networked learning, 5–7 May 2008, Halkidiki, Greece, pp 317–324
Poole DM (2000) Student participation in a discussion-oriented online course: a case study. J Res Comput Educ 3(2):162–177
Saltz J, Hiltz R, Turoff M (2004) Student social graphs: visualizing a student’s online social network. In: Proceedings of ACM CSCW04 conference on computer-supported cooperative work 2004. 6–10 November 2004, Chicago, Illinois, USA, pp 596–599
Saltz JS, Hiltz SR, Turoff M, Passerini K (2007) Increasing participation in distance learning courses. IEEE Internet Comput 11(3):36–44
Soller A, Jermann P, Muehlenbrock M, Martinez A (2004) Designing computational models of collaborative learning interaction: introduction to the workshop. In: Proceedings of the 2nd international workshop on designing computational models of collaborative learning interaction, ITS
Spada H, Meier A, Rummel N, Hauser S (2005) A new method to assess the quality of collaborative process in CSCL. In: Proceedings of the CSCL 2005, Taiwan, pp 622–631
Swan K, Shen J, Hiltz SR (2006) Assessment and collaboration in online learning. J Asynchron Learn Netw 10(1):45–62
Zinn C, Scheuer O (2006) Getting to know your student in distance learning contexts. In: Innovative approaches for learning and knowledge sharing, Proceedings of the first European conference on technology enhanced learning (EC-TEL 2006), Lecture notes in computer science (LNCS 4227). Springer, Berlin, pp 437–451
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Petropoulou, O., Vassilikopoulou, M. & Retalis, S. Enriched assessment rubrics: a new medium for enabling teachers to easily assess student’s performance when participating in complex interactive learning scenarios. Oper Res Int J 11, 171–186 (2011). https://doi.org/10.1007/s12351-009-0047-5
Received:
Revised:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12351-009-0047-5