A Rubric-Based Technology-Enhanced Assessment Approach to Improve Students' Meta-Cognitive Awareness and Learning Achievement

摘要

The smart classroom is the materialization of the wisdom learning environment which provides technical support for the development of teaching and learning. Technology-enhanced assessment is helpful for improving learners' high-order thinking skills. In this paper, a rubric-based technology-enhanced assessment approach is proposed to help students design research proposal and draw mind map, evaluate peers' works and modify their own works. To evaluate the performance of the rubric-based technology-enhanced assessment approach for improving students' meta-cognitive awareness and learning achievement, an experiment was conducted in a college. A total of 83 students participating in the experiment were assigned to an experimental group and a control group. The students in the experimental group used the rubrics before designing the research proposal and mind map, while those in the control group used the rubrics after finishing them. From the experimental results, it was found that giving the rubrics before designing the research proposal and mind map significantly improved the students' meta-cognitive awareness and learning achievement and reduced the students' cognitive load.