Author(s): Nadia Sansone, Donatella Cesareni, M. Beatrice Ligorio
Affiliation(s): UR – University of Rome Sapienza, Italy
Date of publication: March 14, 2016
Description of the resource
Socio-constructivist models imply a complex orchestration of both individual and group activity, which supports students in the construction of many types of artifacts. This complexity calls for the overcome of traditional assessment. Assessment, in fact, should take into account the overall activities, interactions, products and processes of these kind of courses. Moreover, it should sustain students’ responsibility and active role, by becoming an integral part of the learning process, shifting from an assessment of learning to an assessment for learning. That’s why we developed a protocol for a multi-dimensional assessment of e-learning courses based on socio-constructivist principles. The protocol is the result of over ten years of testing. At the conclusion of each course, feedbacks from students, teachers and tutors have been gathered and used to improve the protocol for the subsequent year. This protocol in meant to reflect its complexity and, at the same time, to promote students’ assumption of responsibility and active role, according to socio-constructivist principles.
The protocol consists of a grid for reporting: group and module identification, individual and collaborative artifacts/processes to be assessed, the owner of the assessment.
The assessment protocol hereby described has been developed as part of a university course in e-Learning Psychology. Nevertheless, we believe it can be used flexibly in similar or simpler courses. In fact, it would be sufficient to adapt the grid to the number of groups, modules, evaluators and to the type and number of activities, identifying in advance a suitable scale for their evaluation.