Using wikis for summative and formative assessment

Marija Cubric

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    199 Downloads (Pure)

    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 languageEnglish
    Title of host publicationProcs of REAP '07: Assessment Design for Learner Responsibility
    Subtitle of host publicationT2 - Great Designs for Assessment, Web 2.0 pedagogic design
    PublisherUniversity of Strathclyde
    Publication statusPublished - 2007

    Keywords

    • blended learning
    • collaborative authoring
    • peer reviews

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