Assessing Online Collaboratories: A Peer Review of Teaching and Learning

Anderson, TK; Parker, NJ; McKenzie, JA

Assessing Online Collaboratories: A Peer Review of Teaching and Learning

Anderson, TK Parker, NJ

McKenzie, JA

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Publisher:: Learning & Teaching Unit, RMIT
Publication Type:: Conference Proceeding
Citation:: Assessment in Different Dimensions: A conference on teaching and learning in tertiary education (ATN Assessment Conference, RMIT University), 2009, pp. 7 - 16
Issue Date:: 2009-01

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Field	Value	Language
dc.contributor.author	Anderson, TK	en_US
dc.contributor.author	Parker, NJ https://orcid.org/0000-0002-3002-4009	en_US
dc.contributor.author	McKenzie, JA https://orcid.org/0000-0003-0681-4366	en_US
dc.contributor.editor	Milton, J	en_US
dc.contributor.editor	Hall, C	en_US
dc.contributor.editor	Lang, J	en_US
dc.contributor.editor	Allan, G	en_US
dc.contributor.editor	Nomikoudis, M	en_US
dc.date	2009-11-19	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	Assessment in Different Dimensions: A conference on teaching and learning in tertiary education (ATN Assessment Conference, RMIT University), 2009, pp. 7 - 16	en_US
dc.identifier.uri	http://hdl.handle.net/10453/11382
dc.description.abstract	This paper presents action research informed by Peer Reviews of innovative assessment in a `fully blended undergraduate Communications subject. The assessments, the teachers intentions for student learning and the process and outcomes of two rounds of review will be discussed. Assessment is the crux of a subject for students and teachers, and the paper will show how `conversations about teaching as part of a Peer Review process can enhance assessment. The assessment that was the focus of the review involves collaboratories in which students use wikis to build on collaborative knowledge production about emerging technologies. Peer Reviews focused on the strategies used to encourage greater student-directed and managed participation in the construction of the wikis and associated student-moderated online discussions. The first round identified ways that the assessment criteria could be more specific and distinct in relation to the subjects themes and practices. The second round specifically focused on the assignments that flowed from the collaboratories. One motivation for this teacher to engage in the project was the need to make the assessment more sustainable.	en_US
dc.publisher	Learning & Teaching Unit, RMIT	en_US
dc.relation.ispartof	Assessment in Different Dimensions: A conference on teaching and learning in tertiary education (ATN Assessment Conference, RMIT University)	en_US
dc.relation.ispartof	ATN Assessment Conference	en_US
dc.title	Assessing Online Collaboratories: A Peer Review of Teaching and Learning	en_US
dc.type	Conference Proceeding
utslib.location	Melbourne, Australia	en_US
utslib.location.activity	Melbourne, Australia	en_US
utslib.for	130306 Educational Technology and Computing	en_US
utslib.for	130303 Education Assessment and Evaluation	en_US
dc.location.activity	Melbourne, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
pubs.organisational-group	/University of Technology Sydney/Strength - CPCE - Centre for Creative Practices and the Cultural Economy
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Melbourne, Australia	en_US
pubs.start-date	2009-11-19	en_US

Abstract:

This paper presents action research informed by Peer Reviews of innovative assessment in a `fully blended undergraduate Communications subject. The assessments, the teachers intentions for student learning and the process and outcomes of two rounds of review will be discussed. Assessment is the crux of a subject for students and teachers, and the paper will show how `conversations about teaching as part of a Peer Review process can enhance assessment. The assessment that was the focus of the review involves collaboratories in which students use wikis to build on collaborative knowledge production about emerging technologies. Peer Reviews focused on the strategies used to encourage greater student-directed and managed participation in the construction of the wikis and associated student-moderated online discussions. The first round identified ways that the assessment criteria could be more specific and distinct in relation to the subjects themes and practices. The second round specifically focused on the assignments that flowed from the collaboratories. One motivation for this teacher to engage in the project was the need to make the assessment more sustainable.

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http://hdl.handle.net/10453/11382