Scalable authentic assessment of collaborative work assignments in wikis
Abstract Wikis are appropriate tools for deploying authentic assessment experiences for learning and work scenarios in which a group of users are asked to develop a shared task. However, when the number of wiki users increases, the number of contributions can grow at a pace whereby accurately assess...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2018-09-01
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| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41239-018-0122-1 |
| _version_ | 1818989738154000384 |
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| author | Antonio Balderas Manuel Palomo-Duarte Juan Manuel Dodero María Soledad Ibarra-Sáiz Gregorio Rodríguez-Gómez |
| author_facet | Antonio Balderas Manuel Palomo-Duarte Juan Manuel Dodero María Soledad Ibarra-Sáiz Gregorio Rodríguez-Gómez |
| author_sort | Antonio Balderas |
| collection | DOAJ |
| description | Abstract Wikis are appropriate tools for deploying authentic assessment experiences for learning and work scenarios in which a group of users are asked to develop a shared task. However, when the number of wiki users increases, the number of contributions can grow at a pace whereby accurately assessing them becomes a complex and non-scalable task. While different quantitative approaches have been shown to be scalable, they are usually coarse-grained and provide limited feedback about the assessment. This work proposes a scalable assessment methodology for wiki-based tasks, based on qualitative self- and peer assessment of wiki contributions. The methodology is implemented using a software tool and is applied as part of an undergraduate course, complementing a quantitative assessment approach. Positive evidence on the scalability of the method and how it implements a more fine-grained qualitative assessment than the regular quantitative approach is found, providing indicators for assessing both individual and group generic skills. |
| first_indexed | 2024-12-20T19:43:15Z |
| format | Article |
| id | doaj.art-1b6a44a21d544b6d9d65e163be0310cb |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-12-20T19:43:15Z |
| publishDate | 2018-09-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-1b6a44a21d544b6d9d65e163be0310cb2022-12-21T19:28:29ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402018-09-0115112110.1186/s41239-018-0122-1Scalable authentic assessment of collaborative work assignments in wikisAntonio Balderas0Manuel Palomo-Duarte1Juan Manuel Dodero2María Soledad Ibarra-Sáiz3Gregorio Rodríguez-Gómez4Department of Computer Science, Escuela Superior de Ingeniería, Universidad de CádizDepartment of Computer Science, Escuela Superior de Ingeniería, Universidad de CádizDepartment of Computer Science, Escuela Superior de Ingeniería, Universidad de CádizEVALFor Research Group, Facultad de Ciencias de la Educación, Universidad de CádizEVALFor Research Group, Facultad de Ciencias de la Educación, Universidad de CádizAbstract Wikis are appropriate tools for deploying authentic assessment experiences for learning and work scenarios in which a group of users are asked to develop a shared task. However, when the number of wiki users increases, the number of contributions can grow at a pace whereby accurately assessing them becomes a complex and non-scalable task. While different quantitative approaches have been shown to be scalable, they are usually coarse-grained and provide limited feedback about the assessment. This work proposes a scalable assessment methodology for wiki-based tasks, based on qualitative self- and peer assessment of wiki contributions. The methodology is implemented using a software tool and is applied as part of an undergraduate course, complementing a quantitative assessment approach. Positive evidence on the scalability of the method and how it implements a more fine-grained qualitative assessment than the regular quantitative approach is found, providing indicators for assessing both individual and group generic skills.http://link.springer.com/article/10.1186/s41239-018-0122-1AssessmentAuthentic learningLearning analyticsScalabilityWiki |
| spellingShingle | Antonio Balderas Manuel Palomo-Duarte Juan Manuel Dodero María Soledad Ibarra-Sáiz Gregorio Rodríguez-Gómez Scalable authentic assessment of collaborative work assignments in wikis International Journal of Educational Technology in Higher Education Assessment Authentic learning Learning analytics Scalability Wiki |
| title | Scalable authentic assessment of collaborative work assignments in wikis |
| title_full | Scalable authentic assessment of collaborative work assignments in wikis |
| title_fullStr | Scalable authentic assessment of collaborative work assignments in wikis |
| title_full_unstemmed | Scalable authentic assessment of collaborative work assignments in wikis |
| title_short | Scalable authentic assessment of collaborative work assignments in wikis |
| title_sort | scalable authentic assessment of collaborative work assignments in wikis |
| topic | Assessment Authentic learning Learning analytics Scalability Wiki |
| url | http://link.springer.com/article/10.1186/s41239-018-0122-1 |
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