BOH Wiki Project using RSDF • We had traditionally run a ‘traditional’ group work assignment followed by PowerPoint presentations. • Difficulty in assessing quality of group work processes – Disparities in quantity and quality of individual input hard to monitor – Effectiveness of group roles and processes largely based on anecdotal evidence • In 2007 we developed an online Wiki group assessment project in first year Human Biology I OH. • Developed an assessment rubric which based on RSDF
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BOH Wiki Project using RSDF We had traditionally run a ‘traditional’ group work assignment followed by PowerPoint presentations. Difficulty in assessing.
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BOH Wiki Project using RSDF
• We had traditionally run a ‘traditional’ group work assignment followed by PowerPoint presentations.
• Difficulty in assessing quality of group work processes
– Disparities in quantity and quality of individual input hard to monitor
– Effectiveness of group roles and processes largely based on anecdotal evidence
• In 2007 we developed an online Wiki group assessment project in first year Human Biology I OH.
• Developed an assessment rubric which based on RSDF
Rationale for change
• Engage students in the process of learning, rather than promote an outcome-focussed activity
• Utilise contemporary social technologies to foster learning communities
• Introduce collaborative research methods in the early years of an undergraduate program
• Motivate students to actively and equitably participate in a group based assessment activity.
How the Wikis worked
The Rubric
Student Posters
Student Posters
Why we think the Wiki and RSD rubric were effective in this group assessment
– Accountable Group Work through the history tab – facilitator can track quality of group contribution through edits
– Monitoring and notification facility- all posts and discussions can be monitored as they evolve
– Provides immediate peer and facilitator feedback
– Emphasis on the learning process rather than outcome-focussed
– Empowers students to make sense of their learning through active engagement
– Frequent contact - online and face to face fosters a learning community
– Promotes reflection of written work, critical assessment and peer review
Other BOH RSD-based Assessment Rubrics
Effectiveness of rubrics is well documented:• “student learning in areas that are often
vague and/or complex” (Wesley 2003)
• an assessment tool that is “more efficient and defensible” (Wesley 2003)
• “good practice communicates high expectations (Chickering and Ehrmann 1996)
• “process, progress and product may all be evaluated by means of rubrics”
(Montgomery 2002)
• Rubrics provide “exemplars to demonstrate the appropriate standard of ‘real examples’, as well as showing how mistakes can be made.
(Baron and Keller 2003)
References•Baron J and Keller M (2005) Use of rubrics in online assessment, Conference paper from Evaluations and Assessment Conference, 24-25 November, 2003 / 14p.
•Chickering A and Ehrmann SC (1996) Implementing the Seven Principles: Technology as a Lever. American Association for Higher Education (AAHE) Bulletin, October, 9 3-6.
•Wesley J (2003) Designing Rubrics for Assessment, Innovative Technology Centre, University of Tennessee http://web.utk.edu/~jwei/WebQuest/5rubrics/02_background/02_definition.htm (accessed 20/5/09)
•Willison JW & O’Reagan K. (2007) Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research and Development 26(4).