ASSESSMENT-AS-LEARNING FOR COGNITIVE ACTIVATION. ISSUES FOR EFFECTIVE USE OF LEARNING TECHNOLOGIES IN THE CLASSROOM
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Dec 24, 2018
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Abstract
The introduction of digital technologies in the classroom (especially tablets, mobile devices and personal computers) can provide interesting learning opportunities. However, these gains are not automatic: teachers and learners need to learn how to take advantage of these possibilities with a view to improving cognitive activation. This article argues against the separation of teaching and evaluation in favour of an integrated perspective: assessment-as-learning. This is a form of evaluation that integrates learning and evaluation activities. In order to exemplify the concept and promote its application in the classroom, the article presents models for the design of assessment as learning tasks, together with examples of protocols for debriefing and for monitoring the development of students’ abilities.
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References
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Blok, H., Oostdam, R., Otter, M., & Overmaat, M. (2002). Computer-assisted instruction in support of beginning reading instruction: A review. Review of Educational Research, 72, 101–130. doi.org/10.3102/00346543072001101
Burge, B., Lenkeit, J., & Sizmur, J. (2015). PISA in Practice - Cognitive Activation in Maths: How to Use it in the Classroom. Slough, UK: NFER.
Butler, A.C. (2010). Repeated Testing Produces Superior Transfer of Learning Relative to Repeated Studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(5), 1118–1133. doi: 10.1037/a0019902
Butler, A.C., Karpicke, J.D., & Roediger, H. L. (2007). The Effect of Type and Timing of Feedback on Learning From Multiple-Choice Tests. Journal of Experimental Psychology, 13(4), 273–281. doi:10.1037/1076-898X.13.4.273
Calvani, A., & Vivanet, G. (2016). Le tecnologie per apprendere nella scuola. Oltre il fallimento. Pedagogia oggi, 2, 155-178.
Clark, R.C., Nguyen, F., & Sweller, J. (2006). Efficiency in learning. Evidence-based guidelines to manage cognitive load. San Francisco, CA, USA: Pfeiffer Wiley.
Della Sala, S. (2016). Le neuroscienze a scuola. Il buono, il brutto, il cattivo. Firenze, IT: Giunti Scuola.
Earl, L.M. (2014). Assessment as learning. using classroom assessment to maximize student learning. Cheltenham, AU: Hawker Brownlow.
Fiorella, L., & Mayer, R. (2015). Learning as a Generative Activity. Eight Learning Strategies that Promote Understanding. Cambridge, UK: Cambridge University Press.
Galligan, L., Loch, B., McDonald, C., & Taylor, J.A. (2010). The use of tablet and related technologies in mathematics teaching. Australian Senior Mathematics Journal, 24(1), 38-51.
Gates, A.I. (1917). Recitation as a factor in memorizing. Archives of Psychology, 6(40).
Goldberg, A., Russell, M., & Cook, A. (2003). The effect of computers on student writing: A meta-analysis of studies from 1992 to 2002. Journal of Technology, Learning, and Assessment, 2(1), 1-52.
Hacker, D.J., Bol, L., & Bahbahani, K. (2008). Explaining calibration accuracy in classroom contexts: the effects of incentives, reflection, and explanatory style. Metacognition and Learning, 3(2), 101–121. doi: 10.1007/s11409-008-9021-5
Hassler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: A critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139-156. https://doi.org/10.1111/jcal.12123
Hattie, J., & Donoghue, G.M. (2016). Learning strategies: a synthesis and conceptual model. npj Science of Learning, 1. doi: 10.1038/npjscilearn.2016.13
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge.
Hattie, J. (2016). Apprendimento visibile, insegnamento efficace. Trento, IT: Erickson.
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Izawa, C. (1970). Optimal potentiating effects and forgetting-prevention effects of tests in paired-associate learning. Journal of Experimental Psychology, 83(2), 340-344. doi: 10.1037/h0028541
Kang, S.H.K., McDermott, K.B., & Roediger, H.L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19(4/5), 528-558. doi: 10.1080/09541440601056620
Kang, S.H.K., Pashler, H., Cepeda, N.J., Rohrer, D., & Carpenter, S.K. (2011). Does Incorrect Guessing Impair Fact Learning? Journal of Educational Psychology, 103(1), 48–59. doi: 10.1037/a0021977
Kongsgården, P., & Krumsvik, R.J. (2016). Use of tablets in primary and secondary school - a case study. Nordic Journal of Digital Literacy, 11(4), 248-273. doi: 10.18261/issn.1891-943x-2016-04-03
Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(4), 989-998. doi: 10.1037/a0015729
Lavery L. (2008). Self-regulated learning for academic success: An evaluation of instructional techniques (PhD thesis). University of Auckland, New Zealand.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA, USA: ASCD
Mayer, R. E. (2013). Multimedia Learning. In J. Hattie, E. M. Anderman (Eds.), International Guide to Student Achievement. London, UK: Routledge.
Mbarek, R., & El Gharbi, J.E. (2013). A Meta-analysis of e-learning effectiveness antecedent. International Journal of Innovation and Applied Studies, 3(1), 48-58.
Merrill, M.D. (2002). First Principles of Instruction. ETR&D, 50(3), 43–59. doi: 10.1007/BF02505024
Nishizaki, D.M. (2015). The Effects of Tablets on Learning: Does Studying from a Tablet Computer Affect Student Learning Differently Across Educational Levels (Doctoral dissertation). CMC Senior Theses, Paper 1011. Retrieved from https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=2074&context=cmc_theses
Nunziati, G. (1990). Pour construire un dispositif d’évaluation formatrice. Cahiers Pedagogiques, 280, 47-64.
Perkins, D. N. (1985). The fingertip effect: How information-processing technology changes thinking. Educational Researcher, 14(7), 11-17. doi.org/10.3102/0013189X014007011
Roediger, H.L., & Karpicke, J.D. (2006). Test-enhanced learning: taking memory tests improves long-term retention. Psychol Sci, 17(3), 249-255. doi: 10.1111/j.1467-9280.2006.01693.x
Rosen Y., & Salomon, G. (2007). The differential learning achievements of constructivist technology-intensive learning environments as compared with traditional ones: a meta-analysis. Journal of Educational Computing Research, 36(1), 1-14. doi: 10.2190/R8M4-7762-282U-554J
Schleicher, A. (2016). Teaching Excellence through Professional Learning and Policy Reform: Lessons from Around the World. International Summit on the Teaching Profession. Paris, FR: OECD Publishing.
Schmid R. F., Bernard R. M., Borokhovski, E., Tamim, R., Abrami, P. C., Wade, C. A., …Lowerison, G. (2009). Technology’s effect on achievement in higher education: a stage I meta-analysis of classroom applications. Journal of Computing in Higher Education, 21(2), 95-109. doi: 10.1007/s12528-009-9021-8
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study. Review of Educational Research, 81(1), 4-28. doi: 10.3102/0034654310393361
Timmerman, C.E., & Kruepke, K.A. (2006). Computer-assisted instruction, media richness, and college student performance. Communication Education, 55, 73–104. doi.org/10.1080/03634520500489666
Trinchero, R., & Todaro, P. (2000). Nuovi media per apprendere. Principi di formazione a distanza in rete. Torino, IT: Tirrenia.
Trinchero, R. (2015). Costruire la learning readiness con la pratica deliberata: i software Beta! e PotenziaMente 2.0. In C. Coggi (Ed.), Favorire il successo a scuola. Il Progetto Fenix dall’infanzia alla secondaria. Lecce, IT: Pensa Multimedia.
U.S. DoE. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, D.C., 2010. Retrieved from https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Zaromb, F.M., & Roediger, H.L. (2010). The testing effect in free recall is associated with enhanced organizational processes. Memory & Cognition, 38(8), 995-1008. doi.org/10.3758/MC.38.8.995
Zhang, M., Trussell, R.P., Gallegos, B., & Asam, R.R. (2015). Using Math Apps for Improving Student Learning: An Exploratory Study in an Inclusive Fourth Grade Classroom. TechTrends, 59(2), 32-39. doi.org/10.1007/s11528-015-0837-y
Zhao Y. (2003). Recent development in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21(1), 7-27. doi: 10.1558/cj.v21i1.7-27
Al Zahrani, H., & Laxman, K. (2016a). A critical review of meta-analysis studies on mobile learning. Technology, Instruction, Cognition & Learning, 10(3), 245-258.
Al Zahrani, H., & Laxman, K. (2016b). A critical meta-analysis of mobile learning research in higher education. The Journal of Technology Studies, 42(1), 2-17.
Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY, USA: Addison Wesley Longman.
Andre, T. (1997). Selected micro instructional methods to facilitate knowledge construction: implications for instructional design. In R. D. Tennyson, F. Schott, N. Seel, & S. Dijkstra. Instructional Design: International Perspective: Theory, Research, and Models (Vol. 1) (pp. 243-267). Mahwah, NJ, USA: Lawrence Erlbaum Associates.
Blok, H., Oostdam, R., Otter, M., & Overmaat, M. (2002). Computer-assisted instruction in support of beginning reading instruction: A review. Review of Educational Research, 72, 101–130. doi.org/10.3102/00346543072001101
Burge, B., Lenkeit, J., & Sizmur, J. (2015). PISA in Practice - Cognitive Activation in Maths: How to Use it in the Classroom. Slough, UK: NFER.
Butler, A.C. (2010). Repeated Testing Produces Superior Transfer of Learning Relative to Repeated Studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(5), 1118–1133. doi: 10.1037/a0019902
Butler, A.C., Karpicke, J.D., & Roediger, H. L. (2007). The Effect of Type and Timing of Feedback on Learning From Multiple-Choice Tests. Journal of Experimental Psychology, 13(4), 273–281. doi:10.1037/1076-898X.13.4.273
Calvani, A., & Vivanet, G. (2016). Le tecnologie per apprendere nella scuola. Oltre il fallimento. Pedagogia oggi, 2, 155-178.
Clark, R.C., Nguyen, F., & Sweller, J. (2006). Efficiency in learning. Evidence-based guidelines to manage cognitive load. San Francisco, CA, USA: Pfeiffer Wiley.
Della Sala, S. (2016). Le neuroscienze a scuola. Il buono, il brutto, il cattivo. Firenze, IT: Giunti Scuola.
Earl, L.M. (2014). Assessment as learning. using classroom assessment to maximize student learning. Cheltenham, AU: Hawker Brownlow.
Fiorella, L., & Mayer, R. (2015). Learning as a Generative Activity. Eight Learning Strategies that Promote Understanding. Cambridge, UK: Cambridge University Press.
Galligan, L., Loch, B., McDonald, C., & Taylor, J.A. (2010). The use of tablet and related technologies in mathematics teaching. Australian Senior Mathematics Journal, 24(1), 38-51.
Gates, A.I. (1917). Recitation as a factor in memorizing. Archives of Psychology, 6(40).
Goldberg, A., Russell, M., & Cook, A. (2003). The effect of computers on student writing: A meta-analysis of studies from 1992 to 2002. Journal of Technology, Learning, and Assessment, 2(1), 1-52.
Hacker, D.J., Bol, L., & Bahbahani, K. (2008). Explaining calibration accuracy in classroom contexts: the effects of incentives, reflection, and explanatory style. Metacognition and Learning, 3(2), 101–121. doi: 10.1007/s11409-008-9021-5
Hassler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: A critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139-156. https://doi.org/10.1111/jcal.12123
Hattie, J., & Donoghue, G.M. (2016). Learning strategies: a synthesis and conceptual model. npj Science of Learning, 1. doi: 10.1038/npjscilearn.2016.13
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge.
Hattie, J. (2016). Apprendimento visibile, insegnamento efficace. Trento, IT: Erickson.
Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The impact of digital technology on learning: A summary for the education endowment foundation [Report]. Retrieved from https://educationendowmentfoundation.org.uk/public/files/Publications/The_Impact_of_Digital_Technologies_on_Learning_(2012).pdf
Izawa, C. (1970). Optimal potentiating effects and forgetting-prevention effects of tests in paired-associate learning. Journal of Experimental Psychology, 83(2), 340-344. doi: 10.1037/h0028541
Kang, S.H.K., McDermott, K.B., & Roediger, H.L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19(4/5), 528-558. doi: 10.1080/09541440601056620
Kang, S.H.K., Pashler, H., Cepeda, N.J., Rohrer, D., & Carpenter, S.K. (2011). Does Incorrect Guessing Impair Fact Learning? Journal of Educational Psychology, 103(1), 48–59. doi: 10.1037/a0021977
Kongsgården, P., & Krumsvik, R.J. (2016). Use of tablets in primary and secondary school - a case study. Nordic Journal of Digital Literacy, 11(4), 248-273. doi: 10.18261/issn.1891-943x-2016-04-03
Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(4), 989-998. doi: 10.1037/a0015729
Lavery L. (2008). Self-regulated learning for academic success: An evaluation of instructional techniques (PhD thesis). University of Auckland, New Zealand.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA, USA: ASCD
Mayer, R. E. (2013). Multimedia Learning. In J. Hattie, E. M. Anderman (Eds.), International Guide to Student Achievement. London, UK: Routledge.
Mbarek, R., & El Gharbi, J.E. (2013). A Meta-analysis of e-learning effectiveness antecedent. International Journal of Innovation and Applied Studies, 3(1), 48-58.
Merrill, M.D. (2002). First Principles of Instruction. ETR&D, 50(3), 43–59. doi: 10.1007/BF02505024
Nishizaki, D.M. (2015). The Effects of Tablets on Learning: Does Studying from a Tablet Computer Affect Student Learning Differently Across Educational Levels (Doctoral dissertation). CMC Senior Theses, Paper 1011. Retrieved from https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=2074&context=cmc_theses
Nunziati, G. (1990). Pour construire un dispositif d’évaluation formatrice. Cahiers Pedagogiques, 280, 47-64.
Perkins, D. N. (1985). The fingertip effect: How information-processing technology changes thinking. Educational Researcher, 14(7), 11-17. doi.org/10.3102/0013189X014007011
Roediger, H.L., & Karpicke, J.D. (2006). Test-enhanced learning: taking memory tests improves long-term retention. Psychol Sci, 17(3), 249-255. doi: 10.1111/j.1467-9280.2006.01693.x
Rosen Y., & Salomon, G. (2007). The differential learning achievements of constructivist technology-intensive learning environments as compared with traditional ones: a meta-analysis. Journal of Educational Computing Research, 36(1), 1-14. doi: 10.2190/R8M4-7762-282U-554J
Schleicher, A. (2016). Teaching Excellence through Professional Learning and Policy Reform: Lessons from Around the World. International Summit on the Teaching Profession. Paris, FR: OECD Publishing.
Schmid R. F., Bernard R. M., Borokhovski, E., Tamim, R., Abrami, P. C., Wade, C. A., …Lowerison, G. (2009). Technology’s effect on achievement in higher education: a stage I meta-analysis of classroom applications. Journal of Computing in Higher Education, 21(2), 95-109. doi: 10.1007/s12528-009-9021-8
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study. Review of Educational Research, 81(1), 4-28. doi: 10.3102/0034654310393361
Timmerman, C.E., & Kruepke, K.A. (2006). Computer-assisted instruction, media richness, and college student performance. Communication Education, 55, 73–104. doi.org/10.1080/03634520500489666
Trinchero, R., & Todaro, P. (2000). Nuovi media per apprendere. Principi di formazione a distanza in rete. Torino, IT: Tirrenia.
Trinchero, R. (2015). Costruire la learning readiness con la pratica deliberata: i software Beta! e PotenziaMente 2.0. In C. Coggi (Ed.), Favorire il successo a scuola. Il Progetto Fenix dall’infanzia alla secondaria. Lecce, IT: Pensa Multimedia.
U.S. DoE. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, D.C., 2010. Retrieved from https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Zaromb, F.M., & Roediger, H.L. (2010). The testing effect in free recall is associated with enhanced organizational processes. Memory & Cognition, 38(8), 995-1008. doi.org/10.3758/MC.38.8.995
Zhang, M., Trussell, R.P., Gallegos, B., & Asam, R.R. (2015). Using Math Apps for Improving Student Learning: An Exploratory Study in an Inclusive Fourth Grade Classroom. TechTrends, 59(2), 32-39. doi.org/10.1007/s11528-015-0837-y
Zhao Y. (2003). Recent development in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21(1), 7-27. doi: 10.1558/cj.v21i1.7-27