Utilizing Situated Assessment in Education: Sounding Board: A System for Supporting Situated Assessment
Hiroshi Kato, National Institute of Multimedia Education, Japan ; Jun Yamashita, Toshiaki Ichimaru, University of Tsukuba, Japan ; Hideyuki Suzuki, Ibaraki University, Japan
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
An alternative educational assessment is discussed from the social constructivist’s point of views. Ethnomethodology discovered that people during the course of everyday activities are making their practice meaningful by formulating, accounting, and reporting of each other’s actions. Mostly unconscious assessment of each other’s performance, which we refer to as “situated assessment”, is considered as a kind of such interactive formulating. Through situated assessment, “practical ability” is socially visualized and constructed; therefore, situated assessment is educationally significant when we reflect the original purpose of education. Therefore, the authors developed a system to incorporate situated assessment into the mix of traditional educational assessments to perform an assessment that more accurately reflects practical ability. The system, named Sounding Board, is intended to support the recording of situated assessment events in a cooperative learning environment. The overview of the system is introduced in this paper.
Kato, H., Yamashita, J., Ichimaru, T. & Suzuki, H. (2008). Utilizing Situated Assessment in Education: Sounding Board: A System for Supporting Situated Assessment. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2407-2416). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)