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Community of Inquiry Framework, Digital Technologies, and Student Assessment in Higher Education

Community of Inquiry Framework, Digital Technologies, and Student Assessment in Higher Education

Norman Vaughan
Copyright: © 2013 |Pages: 15
ISBN13: 9781466621107|ISBN10: 1466621109|EISBN13: 9781466621114
DOI: 10.4018/978-1-4666-2110-7.ch016
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MLA

Vaughan, Norman. "Community of Inquiry Framework, Digital Technologies, and Student Assessment in Higher Education." Educational Communities of Inquiry: Theoretical Framework, Research and Practice, edited by Zehra Akyol and D. Randy Garrison, IGI Global, 2013, pp. 334-348. https://doi.org/10.4018/978-1-4666-2110-7.ch016

APA

Vaughan, N. (2013). Community of Inquiry Framework, Digital Technologies, and Student Assessment in Higher Education. In Z. Akyol & D. Garrison (Eds.), Educational Communities of Inquiry: Theoretical Framework, Research and Practice (pp. 334-348). IGI Global. https://doi.org/10.4018/978-1-4666-2110-7.ch016

Chicago

Vaughan, Norman. "Community of Inquiry Framework, Digital Technologies, and Student Assessment in Higher Education." In Educational Communities of Inquiry: Theoretical Framework, Research and Practice, edited by Zehra Akyol and D. Randy Garrison, 334-348. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2110-7.ch016

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Abstract

A number of educational researchers have stated that assessment drives learning in higher education (Biggs, 1998; Hedberg & Corrent-Agostinho, 1999; Marton & Saljo, 1984: Ramsden, 2003; Thistlethwaite, 2006). Entwistle (2000) indicates that the design of the assessment activity and the associated feedback can influence the type of learning that takes place in a course or program. For example, standardized tests with minimal feedback can lead to memorization and a surface approach to learning while collaborative group projects can encourage dialogue, richer forms of feedback, and deeper modes of learning. The purpose of this chapter is to demonstrate through a research study how the Community of Inquiry framework and digital technologies can be used to support a triad-approach to student assessment in higher education. This approach consisted of integrating self-reflection, peer feedback, and teacher assessment practices in a pre-service teacher education program at a Canadian University.

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