Theme 2: Innovations Aimed at Higher Learning Outcomes
Literacy
Task
vs. knowledge goals - An informal case study
Stephen Whiffin, Simon Fraser University, BC, Canada
Stephen Whiffin, Simon Fraser University, BC, Canada
There is a need for assessment innovation which bridges the gap between expectations for practical classroom assessment and knowledge building ideology. The conflict between task and knowledge goals lie at the heart of this issue. As part of an effort to develop assessment strategies for use in K-12 knowledge building environments, we informally studied a group of Literature 12 students through two novel units exploring social literary context. The task-oriented unit exhibited strong brainstorming contributions. However, there was evidence that the depth of discussion was limited by student interest in project completion. The knowledge-oriented unit used portfolio assessment to challenge students to achieve levels of understanding beyond that which was evident in the completed projects.
Project Background
This project was competed as part of a course on knowledge building at Simon Fraser University. I am studying the role of assessment in asynchronous learning networks and was interested in exploring the task vs. knowledge goal question for that purpose.
We developed two units for a Literature 12 class, the first with a task orientation, the second with a knowledge building orientation. The assignment for the knowledge-oriented unit is available at http://members.shaw.ca/mrwhiffin/portfolio/HamletKF.pdf. This unit challenged the students to think about the process of constructing knowledge. The portfolio was intended to demonstrate both the quality of their contributions to the community and growth in their personal understandings. The portfolio design was based on ideas from a combination of sources including Chan, van Aalst, & Lee (2002); Sorensam & Tackle (2001); and Stahl (1999).
Using Knowledge Forum, students participated in both units from home. Students commented they found both units challenging and sometimes frustrating. However, they felt gratified by their learning in both. The teacher was satisfied with the results of both units but felt the knowledge-oriented unit produced the deepest level of exploration by secondary students in her 24 years of teaching. The class Knowledge Forum database is available for viewing at http://kforum.motion.com:7006/ (username: visitor1; password: visitor1). The student portfolios are currently available only in hard copy.
Poster Details
I am proposing to create a poster that highlights the two units along with the project context, assignments and results. Binders containing the actual student portfolios will be available with reference to specific student work to highlight insightful information. A computer would be required to make the database available.