Assessment for learning: Designing online assessment to promote higher-order thinking using collaborative learning in distance education
(English)In: International Review of Research in Open and Distance Learning, ISSN 1492-3831Article in journal (Refereed) Submitted
The rapid growth in distance education and the quality requirements from higher educational programs are considered challenges that assessment designers need to address. Higher order thinking and collaborative learning skills are considered as two higher education quality assurance criterion. This research is conducted in a distance education setting in the Bachelor of Information Technology [BIT] degree programme offered by the University of Colombo School of Computing in Sri Lanka and is based on the design of a Formative Assessment in Distance Education [FADE] model. The design is based on previous research, students’ perspectives and pedagogical and technological considerations. The FADE model is investigated at a meta-level in reference to students’ learning and their achievements, and how it aligns with different competencies and attitudes of students. The results of the study indicate that in this particular educational context, the FADE model’s measures of higher order thinking and collaborative learning skills show an alignment with the students’ achievements in their examinations and also indicate some relationships to their competencies and attitudes.
Distance education, Assessment, Higher order thinking, Collaborative learning, Technology, Formative Assessment
Research subject Education
IdentifiersURN: urn:nbn:se:umu:diva-57768OAI: oai:DiVA.org:umu-57768DiVA: diva2:544415