Rethinking assessment strategies to improve authentic representations of learning: using blogs as a creative assessment alternative to develop professional skills

IF 8.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH International Journal of Educational Technology in Higher Education Pub Date : 2024-08-12 DOI:10.1186/s41239-024-00483-0
Mark O’Rourke, Andreanne Doyon
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Abstract

This research explores using blogs as an innovative assessment tool to enhance authentic learning and professional skill development in students. Unlike traditional methods, blogs foster active knowledge building and peer interaction, making learning more engaging and aligned with industry contexts. The study involved third-year planning students, in the course Governance and Planning, and utilised questionnaires, focus groups, and blog post analyses. Results indicated that blogs promoted reflective practice, facilitated peer review, and improved learning efficiencies. Despite some initial resistance and concerns about academic rigor, students found that blogging enhanced their understanding of course content and professional practices. Teacher support and peer feedback played a crucial role in this process. The literature supports blogs’ effectiveness in motivating students and aligning learning activities with real-world applications. However, assumptions about students’ familiarity with blogging were challenged, highlighting the need for thorough induction and support. Overall, blog-based assessments proved beneficial in creating authentic learning experiences and preparing students for their future careers. Future research should consider long-term studies on graduate outcomes and further explore peer review mechanisms.

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反思评估策略,改进学习的真实表征:利用博客作为发展专业技能的创造性评估替代方案
本研究探讨了将博客作为一种创新的评估工具,以加强学生的真实学习和专业技能发展。与传统方法不同的是,博客促进了积极的知识积累和同伴互动,使学习更有吸引力,更符合行业背景。这项研究涉及《治理与规划》课程的三年级规划专业学生,采用了问卷调查、焦点小组和博文分析等方法。结果表明,博客促进了反思性实践,推动了同行评议,提高了学习效率。尽管最初存在一些抵触情绪和对学术严谨性的担忧,但学生们发现,博客增强了他们对课程内容和专业实践的理解。在这一过程中,教师的支持和同伴的反馈起到了至关重要的作用。文献支持博客在激励学生和将学习活动与实际应用相结合方面的有效性。然而,关于学生是否熟悉博客的假设受到了质疑,这就突出了全面引导和支持的必要性。总之,基于博客的评估被证明有利于创造真实的学习体验,为学生未来的职业生涯做好准备。未来的研究应考虑对毕业生的成果进行长期研究,并进一步探索同行评审机制。
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来源期刊
CiteScore
19.30
自引率
4.70%
发文量
59
审稿时长
76.7 days
期刊介绍: This journal seeks to foster the sharing of critical scholarly works and information exchange across diverse cultural perspectives in the fields of technology-enhanced and digital learning in higher education. It aims to advance scientific knowledge on the human and personal aspects of technology use in higher education, while keeping readers informed about the latest developments in applying digital technologies to learning, training, research, and management.
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