The Community of Inquiry and authentic assessment: A union of flexibility and purpose
Published | 31 January 2024 |
Book title | The Design of Digital Learning Environments: Online and Blended Applications of the Community of Inquiry Pages 274–289 |
Publisher | Routledge |
Editors | Cleveland-Innes, Martha F. · Stenbom, Stefan · Garrison, D. Randy |
ABSTRACT
This chapter focuses on the intersection of the Community of Inquiry framework with authentic assessment by detailing in practical and theoretical terms the nature of authentic assessment and Community of Inquiry's provision for its use as an integral process in online teaching and learning. It proposes that while assessment may have traditionally been labeled as a responsibility of the teacher, or Teaching Presence, the increasing comfort with and understanding of the need for and importance of the constructivist philosophical approach in online venues serves to align authentic assessment squarely with both the notions of Cognitive Presence and Social Presence as well. The nature of the Community of Inquiry's three presences is explored in this context; the contributing theoretical concepts of constructivism, connectivism, and collaborative processes are also outlined. The issue of equity and inclusion is raised as a final theoretical concern; and for design purposes and practical implementation, a number of tools and strategies are presented.DOI | 10.4324/9781003246206-18 |
URL | http://doi.org/10.4324/9781003246206-18 |
Other information | 9781003246206, 10.4324/9781003246206-18 |
Export | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 0 distinct readers
COMMUNITY NOTES
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the CoI editors.
POST A COMMENT
SIMILAR RECORDS
Assisting learning in e-assessment: a closer look at educational supports
Lafuente, Marc; Remesal, Ana; Álvarez Valdivia, Ibis M.
This study analyses the educational support offered through information and communication technology during formative assessment in two different cases in higher education. We analysed one blended and one virtual case ...
Match: assessment
Fostering student self- and co-regulation in a community of inquiry: development of a Self-Assessment and Praxis Tool
Dell, Debra; Vaughan, Norman; Cleveland-Innes, Martha F.; Stenbom, Stefan; Garrison, D. Randy
Calls for twenty-first-century learning design and education reform point to the need for digitally-enabled educators to be mindful of whole-person learning. The whole-person learning perspective includes recognition of ...
Match: assessment
Principles of Blended Learning: Shared Metacognition and Communities of Inquiry
Vaughan, Norman D.; Dell, Deborah; Cleveland-Innes, Martha; Garrison, D. Randy
The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches ...
Match: assessment
A Follow-up Investigation of Teaching Presence in the SUNY Learning Network
Shea, Peter J.; Pickett, Alexandra M.; Pelz, William E.
This paper is a follow-up study to a preliminary investigation of teaching presence in the State University of New York Learning Network (SLN). In the present studywe review ongoing issues of pedagogy and faculty ...
Validation of the Italian Version of the Community of Inquiry Survey
Nizzolino, Salvatore; Canals, Agustí; Temperini, Marco
This work presents the process of validation of the community of inquiry (CoI) survey in its Italian version. For over two decades, the CoI framework has been used to conceptualize online higher-order teaching/learning ...
Educational Communities of Inquiry
Akyol, Zehra; Garrison, D. Randy
Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical ...
Match: assessment