An assessment method of collaborative learning processes of a knowledge construction curriculum

摘要

In educational assessment it is important to evaluate what students learn and how effective each curriculum is, but it is also difficult to evaluate them exactly. Recent research on how people learn regards learning as the processes in which the learner constructs knowledge based on experiences in collaborative situations. Accordingly methods of assessment should also change. In this presentation, I purpose a new assessment method of learning processes. The target curriculum consists of three phases of learning; "a literature review," "relation making," and "integration," supported by an enhanced note-sharing system called ReCoNote or Reflective Collaboration Note. By the support system, students' learning activities were recorded in detail. On these data, I analyzed whether the desired learning activities had occurred. Results show that the students positively engaged in active knowledge construction, yielding higher quality reports as out products.