Collaborative Mode Complex Assessment Tasks in Authentic Context: Theoretical Background, Internet Implementation and Validation
PROCEEDINGS
Martin Lesage, Martin Riopel, Gilles Raîche, Faculty of Education - Université du Québec à Montréal (UQÀM), Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
This paper wants to develop complex assessment tasks theory by expanding the field of learning assessment and especially computer based assessment by the implementation of collaborative mode complex assessment tasks in authentic context. These tasks could include assessment modes as open questions, portfolios, scenarios, games, problems and collaborative projects. They could be performed in collaborative mode allowing many students to perform them online under teacher supervision. Furthermore, students could perform these tasks and to be assessed as team members, team leaders in training and managers in training. These assessment tasks could suppress traditional assessment techniques such as written exams in classroom and be used for certification. These tasks could be implemented using mobile learning without the presence of teachers and students with personal digital assistants(PDAs), Blackberrys and cellular phones using Internet and WIFI technology.
Citation
Lesage, M., Riopel, M. & Raîche, G. (2010). Collaborative Mode Complex Assessment Tasks in Authentic Context: Theoretical Background, Internet Implementation and Validation. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1096-1105). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 5, 2024 from https://www.learntechlib.org/primary/p/35697/.
© 2010 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Durand, M.J. & Chouinard, R. (2006). L’ évaluation des apprentissages: De la planification de la démarche à la communication des résultats. Montréal : É ditions Hurtubise HMH ltée. Fairtest. (2005). Queensland, Australia, “ Rich Tasks Assessment Program” Access: http://www.fairtest.org/queensland-australia-rich-tasks-assessment-program Fraley, C. & Raftery, A.E. (1998). How Many Clusters? Which Clustering Method? Answers Via Model-Based Cluster Analysis. The Computer Journal 41(8), 578-588.
- Legendre, R. (2005). Dictionnaire actuel de l’ éducation (3è ed.). Montréal : Guérin. Le petit Larousse Illustré (2008). Paris : Les éditions Larousse.
- Louis, R. & Bernard, H. (2004). L’ évaluation des apprentissages en classe. Montréal : Groupe Beauchemin éditeur ltée.
- Marion, I. (2007). Apprentissage coopératif. In C. Raby & S. Viola (Eds.), Modèles d ’ enseignement et théories d ’ apprentissage: De la pratique à la théorie (P. 67-89). Montréal: Les É ditions CEC Inc.
- Ménard, L. (2007). Apprentissage par problèmes. In C. Raby & S. Viola (Eds.), Modèles d ’ enseignement et théories d ’ apprentissage: De la pratique à la théorie (P. 90-106). Montréal: Les É ditions CEC Inc.
- Ménard, L. (2007). Apprentissage expérientiel. In C. Raby & S. Viola (Eds.), Modèles d ’ enseignement et théories d ’ apprentissage: De la pratique à la théorie (P. 107-118). Montréal: Les É ditions CEC Inc.
- Olivier, L. (2002). L’ évaluation des apprentissages [Online]. Commission Scolaire de Montréal. Access: http://www.csdm.qc.ca/Csdm/Administration/pdf/reforme_vol1_no2.pdf Raby, C. (2007). L’ apprentissage par projets. In C. Raby & S. Viola (Eds.), Modèles d ’ enseignement et théories d ’ apprentissage: De la pratique à
- Raby, C. & Viola, S. (2007). Modèles d ’ enseignement et théories d ’ apprentissage: De la pratique à la théorie. In C. Raby & S. Viola (Eds.), Modèles d ’ enseignement et théories d ’ apprentissage: De la pratique à la théorie. Montréal : Les É ditions CEC inc.
- Raîche, G. (2000). La distribution d ’ échantillonnage de l’ estimateur du niveau d ’ habileté en testing adaptatif en fonction de deux règles d ’ arrêt : selon l’ erreur type et selon le nombre d ’ items administrés. Doctoral thesis, Université de Montréal.
- Raîche, G. (2004). Le testing adaptatif. In R. Bertrand & J.-G. Blais (Eds.), Modèles de mesure : l'apport de la théorie des réponses aux items. Montréal: Presses de l'université du Québec. RIDE (2008). Statewide Curriculum [Online]. Http://www.ride.ri.gov/Instruction/curriculum/rhodeisland/assessment/tasks.htm
- Scallon, G. (2004) L’ évaluation des apprentissages dans une approche par compétences. Montréal: É ditions du Renouveau Pédagogique.
- Stocking, M.L. (1996). Revising Answers to Items in Computerized Adaptive Tests: A Comparison of Three Models (Report No: TES-RR-96-12). Princeton, N.J: Educational Testing Service.
- Tardif, J. (2006). L’ évaluation des compétences. Documenter le parcours de développement. Montréal : Chenelière Éducation.
- Weiss, D.J. (1983). Introduction. In D.J. Weiss (Eds.) : New horizons in testing-Latent trait test theory and computerized adaptive testing (P. 1-7). New York: Academic Press.
- Weiss, D.J. & Kingsbury, G.G. (1990). Application of computerized adaptive testing to educational problems. Journal of Educational Measurment, 21(4), 361-375.
- XML (2007). Extensible Markup Language. [En ligne] Accès: http://www.w3.org/XML/
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesSlides
- Pres_Complex_Assessment_Tasks_E-Learn_2010-A_1.ppt (Access with Subscription)