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Computer Supported Collaborative Learning (CSCL) environments offer the perfect opportunity to explore self and peer assessment practices. Through an Action Research approach, this study explores the use of self and peer assessment within an on-line learning context. The process took place over a twelve-month period and involved students registered in the Winter and Fall, 2000 semester sections of the same undergraduate course. The course, Technology for Educational Change, is offered by the department of Education at Concordia University and is delivered completely at a distance using FirstClass ® software. Findings suggest that learners do require support in developing collaborative skills for on-line group work. The quality of learners' collaborative interaction was directly related to the quality of products produced by groups. Results also indicate the need for educators to find ways to support the development of learners' evaluative skills. In conclusion, recommendations for the orchestration of self and peer assessment practices to meet these instructional goals are offered. |
