Design collaborative formative assessment for sustained knowledge building using idea thread mapper

Jingping Chen; Jianwei Zhang

Design collaborative formative assessment for sustained knowledge building using idea thread mapper

Jingping Chen
, Jianwei Zhang

Educational Theory & Practice

University at Albany

SUNY Albany

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

6 Scopus citations

Abstract

This design-based study investigated collaborative formative assessment for knowledge building in two comparable Grade 6 science classrooms. Students assessed their collective knowledge progress using the Idea Thread Mapper (ITM)-a timeline-based collective discourse mapping tool-and planned for further efforts to address deeper issues. Analysis of students' online discourse and individual portfolio notes suggests the positive impact of the assessment on the community's knowledge building discourse as reflected in students' idea-deepening and idea-elaborating questions, refined explanations, and build-on connections; and on student scientific understandings as documented in their individual portfolio notes.

Original language	English
Title of host publication	12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publication	Transforming Learning, Empowering Learners, Proceedings
Editors	Chee-Kit Looi, Joseph L. Polman, Ulrike Cress, Peter Reimann
Publisher	International Society of the Learning Sciences (ISLS)
Pages	647-654
Number of pages	8
Volume	1
ISBN (Electronic)	9780990355090
State	Published - 2016
Event	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: Jun 20 2016 → Jun 24 2016

Conference

Conference	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
Country/Territory	Singapore
City	Singapore
Period	06/20/16 → 06/24/16

Cite this

Chen, J., & Zhang, J. (2016). Design collaborative formative assessment for sustained knowledge building using idea thread mapper. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 1, pp. 647-654). International Society of the Learning Sciences (ISLS).

Chen, Jingping ; Zhang, Jianwei. / Design collaborative formative assessment for sustained knowledge building using idea thread mapper. 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. editor / Chee-Kit Looi ; Joseph L. Polman ; Ulrike Cress ; Peter Reimann. Vol. 1 International Society of the Learning Sciences (ISLS), 2016. pp. 647-654

@inproceedings{c0d4759ebc0b438cadc5d035b9cbf2d4,

title = "Design collaborative formative assessment for sustained knowledge building using idea thread mapper",

abstract = "This design-based study investigated collaborative formative assessment for knowledge building in two comparable Grade 6 science classrooms. Students assessed their collective knowledge progress using the Idea Thread Mapper (ITM)-a timeline-based collective discourse mapping tool-and planned for further efforts to address deeper issues. Analysis of students' online discourse and individual portfolio notes suggests the positive impact of the assessment on the community's knowledge building discourse as reflected in students' idea-deepening and idea-elaborating questions, refined explanations, and build-on connections; and on student scientific understandings as documented in their individual portfolio notes.",

author = "Jingping Chen and Jianwei Zhang",

note = "Publisher Copyright: {\textcopyright} 2016 ISLS.; 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 ; Conference date: 20-06-2016 Through 24-06-2016",

year = "2016",

language = "English",

volume = "1",

pages = "647--654",

editor = "Chee-Kit Looi and Polman, \{Joseph L.\} and Ulrike Cress and Peter Reimann",

booktitle = "12th International Conference of the Learning Sciences, ICLS 2016",

publisher = "International Society of the Learning Sciences (ISLS)",

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Chen, J & Zhang, J 2016, Design collaborative formative assessment for sustained knowledge building using idea thread mapper. in C-K Looi, JL Polman, U Cress & P Reimann (eds), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. vol. 1, International Society of the Learning Sciences (ISLS), pp. 647-654, 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016, Singapore, Singapore, 06/20/16.

Design collaborative formative assessment for sustained knowledge building using idea thread mapper. / Chen, Jingping; Zhang, Jianwei.
12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. ed. / Chee-Kit Looi; Joseph L. Polman; Ulrike Cress; Peter Reimann. Vol. 1 International Society of the Learning Sciences (ISLS), 2016. p. 647-654.

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

TY - GEN

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AU - Chen, Jingping

AU - Zhang, Jianwei

PY - 2016

Y1 - 2016

N2 - This design-based study investigated collaborative formative assessment for knowledge building in two comparable Grade 6 science classrooms. Students assessed their collective knowledge progress using the Idea Thread Mapper (ITM)-a timeline-based collective discourse mapping tool-and planned for further efforts to address deeper issues. Analysis of students' online discourse and individual portfolio notes suggests the positive impact of the assessment on the community's knowledge building discourse as reflected in students' idea-deepening and idea-elaborating questions, refined explanations, and build-on connections; and on student scientific understandings as documented in their individual portfolio notes.

AB - This design-based study investigated collaborative formative assessment for knowledge building in two comparable Grade 6 science classrooms. Students assessed their collective knowledge progress using the Idea Thread Mapper (ITM)-a timeline-based collective discourse mapping tool-and planned for further efforts to address deeper issues. Analysis of students' online discourse and individual portfolio notes suggests the positive impact of the assessment on the community's knowledge building discourse as reflected in students' idea-deepening and idea-elaborating questions, refined explanations, and build-on connections; and on student scientific understandings as documented in their individual portfolio notes.

UR - https://www.scopus.com/pages/publications/84987816230

M3 - Conference contribution

VL - 1

SP - 647

EP - 654

BT - 12th International Conference of the Learning Sciences, ICLS 2016

A2 - Looi, Chee-Kit

A2 - Polman, Joseph L.

A2 - Cress, Ulrike

A2 - Reimann, Peter

PB - International Society of the Learning Sciences (ISLS)

T2 - 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016

Y2 - 20 June 2016 through 24 June 2016

ER -

Chen J, Zhang J. Design collaborative formative assessment for sustained knowledge building using idea thread mapper. In Looi CK, Polman JL, Cress U, Reimann P, editors, 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. Vol. 1. International Society of the Learning Sciences (ISLS). 2016. p. 647-654

Design collaborative formative assessment for sustained knowledge building using idea thread mapper

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