Using wikis for summative and formative assessment

Marija Cubric

Using wikis for summative and formative assessment

Marija Cubric

Hertfordshire Business School

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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Abstract

This case study describes a wiki-based assessment strategy and the underlying “blended learning” process, that have been formulated and implemented in a series of “trials” at University of Hertfordshire Business School (Cubric, 2006; 2007). The main motivation for use of wikis was to gain regular insight into students’ understanding, so to enable more targeted and frequent feedback. The common characteristic of all (four) trials was that they were based on weekly wiki updates by students, that were triggered by tutor-set questions and assessed. The results of the trials have shown that students like the idea of using wikis for learning, particularly if supported by well-defined learning and teaching process.

Original language	English
Title of host publication	Procs of REAP '07: Assessment Design for Learner Responsibility
Subtitle of host publication	T2 - Great Designs for Assessment, Web 2.0 pedagogic design
Publisher	University of Strathclyde
Publication status	Published - 2007

Keywords

blended learning
collaborative authoring
peer reviews

Access to Document

904298
Released under Creative Commons license http://creative.commons.org/licenses/by-nc-sa/3.0/
Final published version, 586 KB

http://www.reap.ac.uk/reap07/CaseStudyLibrary/tabid/89/Default.html#Web

Cite this

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title = "Using wikis for summative and formative assessment",

abstract = "This case study describes a wiki-based assessment strategy and the underlying “blended learning” process, that have been formulated and implemented in a series of “trials” at University of Hertfordshire Business School (Cubric, 2006; 2007). The main motivation for use of wikis was to gain regular insight into students{\textquoteright} understanding, so to enable more targeted and frequent feedback. The common characteristic of all (four) trials was that they were based on weekly wiki updates by students, that were triggered by tutor-set questions and assessed. The results of the trials have shown that students like the idea of using wikis for learning, particularly if supported by well-defined learning and teaching process.",

keywords = "blended learning, collaborative authoring, peer reviews",

author = "Marija Cubric",

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year = "2007",

language = "English",

booktitle = "Procs of REAP '07: Assessment Design for Learner Responsibility",

publisher = "University of Strathclyde",

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T1 - Using wikis for summative and formative assessment

AU - Cubric, Marija

N1 - Released under Creative Commons license http://creative.commons.org/licenses/by-nc-sa/3.0/

PY - 2007

Y1 - 2007

N2 - This case study describes a wiki-based assessment strategy and the underlying “blended learning” process, that have been formulated and implemented in a series of “trials” at University of Hertfordshire Business School (Cubric, 2006; 2007). The main motivation for use of wikis was to gain regular insight into students’ understanding, so to enable more targeted and frequent feedback. The common characteristic of all (four) trials was that they were based on weekly wiki updates by students, that were triggered by tutor-set questions and assessed. The results of the trials have shown that students like the idea of using wikis for learning, particularly if supported by well-defined learning and teaching process.

AB - This case study describes a wiki-based assessment strategy and the underlying “blended learning” process, that have been formulated and implemented in a series of “trials” at University of Hertfordshire Business School (Cubric, 2006; 2007). The main motivation for use of wikis was to gain regular insight into students’ understanding, so to enable more targeted and frequent feedback. The common characteristic of all (four) trials was that they were based on weekly wiki updates by students, that were triggered by tutor-set questions and assessed. The results of the trials have shown that students like the idea of using wikis for learning, particularly if supported by well-defined learning and teaching process.

KW - blended learning

KW - collaborative authoring

KW - peer reviews

M3 - Conference contribution

BT - Procs of REAP '07: Assessment Design for Learner Responsibility

PB - University of Strathclyde

ER -

Using wikis for summative and formative assessment

Abstract

Keywords

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Cite this