Assessment in computer-supported collaborative learning

Assessment in computer-supported collaborative learning (CSCL) environments is a subject of interest to educators and researchers. The assessment tools utilized in computer-supported collaborative learning settings are used to measure groups' knowledge of the collaborative processes, the quality of groups' products and individuals' collaborative learning skills.

Traditional assessment is equated with individualized exams and evaluations. However, in online collaborative learning, assessment requires a broader perspective as it encompasses the collaborative interactions using asynchronous and synchronous communications between group members. Assessment has been found to have a significant effect on CSCL by motivating learners through accountability and constructive feedback. It supports students in growing familiar with the course content through discourse and effectively encourages the participation of students.

Assessment is the systematic basis for making inferences about the learning and development of students. Specifically, assessment is the process of defining, selecting, analyzing, interpreting, and using information to increase students' learning and development.

Assessment is an ongoing process aimed at understanding and improving student learning. It involves making expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance. Types of assessment in CSCL include whole-group assessment, self-assessment, peer assessment, assessment tools in CSCL, performance rubric, product rubric, and blogs

A paradigm shift occurs in the assessment of the products and processes in CSCL. In the traditional educational setting, final assessment is performed exclusively by the instructor.(p. 232) In CSCL, the instructor designs, facilitates, direct instruction and provide technical guidance. The participants take an active role in setting the standard criteria for assessing individual and group learning.

Various technologies may provide information that may be used for assessment purposes. For example, email, computer conferencing systems, bulletin boards, and hypermedia can be used as media for communication between group members in CSCL classrooms.(p. 13). This technology can be used to keep a record of the students' interactions. This interaction record enables the instructor and students in assessing a learner's participation and collaboration with the group.(p. 664).

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