期刊名称：Issues in Informing Science and Information Technology
印刷版ISSN：1547-5840
电子版ISSN：1547-5867
出版年度：2009
卷号：6
页码：65-65
出版社：Informing Science Institute
摘要：To survive and thrive in the challenging context of the 21st century, education must keep abreast
of global trends, including the priority of developing in learners the capability of lifelong learning
for enhanced cooperation, care, reflective abilities, critical capacities and creativity. As a potential
approach to achieve this goal, Computer Supported Collaborative Learning (CSCL) is receiving
increasing attention, as it revolutionizes the way of learning. The ultimate success of CSCL, however,
often depends upon resolving the question of how it can be assessed in ways that are credible
and reliable and how the technology-driven environment can enhance learning. Little guidance
is found in the literature on the assessment of CSCL prompts the researcher to re-examine
the role of assessment in learning and attempt to devise a peer assessment design in a technologyenhanced
environment as part of the learning activities for full-time teacher-educators. In the
three studies of this project, the creation of assessment rubrics, the submission of intra-group reflective
journals, which formed the basis of the group’s growth (learning process), and the intergroup
review, which gained from peers’ feedback to their project presentation and report (learning
product) were incorporated as the assessment measures. It was encouraging to witness that
learners of the same cohort had improved their lifelong learning skills progressively over the period
of three years by engaging in peer assessment tasks. The findings of these studies indicated
that skills fostered through peer assessment were highly relevant to their workplace as teachers
when teamwork, interpersonal skills and the ability of self-reflection were emphasised. This study
has demonstrated some good practice that supports student-centered learning, prepares students to
be lifelong learners and which is suitable for adaption to suit other contexts.
