Assessment as a vehicle for learning: extending collaboration into testing

• Published in: Assessment and evaluation in higher education 2008-04, Vol.33 (2), p.103-117
• Main Authors: Sainsbury, Erica J., Walker, Richard A.
• Format: Article
• Language: English
• Subjects: Australia; Collaboration; College Students; Cooperation; Cooperative assessment; Cooperative Learning; Developmental Stages; Dynamic assessment; Educational evaluation; Elementary school students; Evaluation Methods; Feedback; Feedback (Response); Foreign Countries; Group assessment; Higher education; Learning; Learning Theories; Pharmaceutical education; Postsecondary education; Social interaction; Sociocultural factors; Student assessment; Student Attitudes; Student Evaluation; Students; Teachers; Teaching methods; Tests; University of Sydney. Faculty of Pharmacy; University students
• ISSN: 0260-2938; 1469-297X
• DOI: 10.1080/02602930601127844

Tertiary educators increasingly recognize the benefits for student learning of collaboration and group work; however, it is commonly perceived that examinations should be completed without the opportunity for interaction with other learners or use of relevant resources. An alternative approach is suggested in this article, based on the sociocultural concept that learning is a fundamentally social process, and on the notion of dynamic assessment (Magnusson et al. 1997 ). The primary advantage of this approach is that students are given the opportunity to learn during the assessment, rather than simply being penalized for not knowing. Student feedback, both qualitative and quantitative, suggests that learning is significantly enhanced by this approach. Drawbacks include the possibilities of regressive collaboration and student 'loafing'; however, these concerns can be addressed within the overall assessment context.