Sustainable assessment of learning experiences based on projects
Abstract In a project-based learning experience, the detailed monitoring of the activities in which team members participate can be useful to evaluate their work. Using learning-oriented assessment procedures, supervisors can assess the teamwork abilities with a formative purpose. Evaluation strategies such as self-assessment, peer assessment and co-assessment are often used to make evaluation formative and sustainable. Conducting an assessment strategy is not easy for team members, since they need before to have a reasonable understanding of the evaluation process and criteria. This paper describes a learning-oriented evaluation methodology and an open data framework that can be applied to collaborative project settings. An evaluation rubric and a series of indicators that provide evidences about the developed skills have been elaborated and applied in a small-scale project-based course. Projects were managed and developed with the help of an open source software forge that contains a ticketing tool for planning and tracking of tasks, a version control repository to save the software outcomes, and using a wiki to host text deliverables. The experience provides evidences in favor of using the assessment method and open data framework to make teamwork evaluation more sustainable.
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Achcaoucaou, F., Guitart-Tarrés, L., Miravitlles-Matamoros, P., Núñez-Carballosa, A., Bernardo, M. & Bikfalvi, A. (2014). Competence assessment in higher education: A dynamic approach. Human Factors and Ergonomics in Manufacturing & Service Industries, 454-467.
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http://dx.doi.org/10.1109/TLT.2010.24
Barootchi, N. & Keshavarz, M. H. (2002). Assessment of achievement through portfolios and eachermade
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http://dx.doi.org/10.1080/00131880210135313
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http://dx.doi.org/10.4018/jswis.2009081901
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http://dx.doi.org/10.1080/713695728
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Bouman, R. & Van Dongen, J. (2009). Pentaho Solutions: Business Intelligence and Data Warehousing with Pentaho and MySQL. Wiley.
Colombo, A., Damiani, E., Frati, F., Oltolina, S., Reed, K. & Ruffatti, G. (2008). The use of a meta-model to support multi-project process measurement. 15th Asia-Pacific Software Engineering Conference, 2008. APSEC'08 (pp. 503-510). IEEE.
http://dx.doi.org/10.1109/APSEC.2008.55
Csapó, B., Ainley, J., Bennett, R. E., Latour, T. & Law, N. (2012). Technological issues for computerbased assessment. Assessment and teaching of 21st century skills, 143-230.
http://dx.doi.org/10.1007/978-94-007-2324-5_4
D’Aquin, M. (2012). Putting linked data to use in a large higher-education organisation. Proceedings of the Interacting with Linked Data (ILD) workshop at Extended Semantic Web Conference (ESWC). Heraklion, Crete.
Davies, S. (2010). Effective Assessment in a Digital Age.
Dodero, J. M., Ruiz-Rube, I., Palomo-Duarte, M. & Cabot, J. (2012). Model-driven learning design. Journal of Research and Practice in Information Technology, 44(3), 267-288.
Falchikov, N. (2013). Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. Routledge.
Ferguson, R. (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5-6), 304-317.
http://dx.doi.org/10.1504/IJTEL.2012.051816
Gala-Pérez, S. J. (2013). Intensive metrics for the study of the evolution of open source projects. Master’s thesis, Universidad Rey Juan Carlos. http://hdl.handle.net/10115/11518
Gil, C., Montoya, M. G., Herrada, R. I., Banos, R., Montoya, F. G. & Manzano-Agugliaro, F. (2011). Cooperative learning and electronic group portfolio: tutoring tools, development of competences and assessment. International Journal of Learning Technology, 6(1), 46-61.
http://dx.doi.org/10.1504/IJLT.2011.040149
Hea, Y., Huib, S. C. & Quanc, T. (2009). Automatic summary assessment for intelligent tutoring systems. Computers & Education, 53(3), 890-899.
http://dx.doi.org/10.1016/j.compedu.2009.05.008
Hernández-Leo, D., Moreno, V., Dodero, J., Pardo, A., Romero-Ternero, M., Dimitriadis, Y. & Asensio-Pérez, J. I. (2012). Aplicación de Recomendaciones para la alineación de Competencias, Metodología y evaluación en asignaturas de Ingeniería Telemática, Informática y Electrónica. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, 7(1), 13-20.
Johnson, D. H. (2013). Teaching a “MOOC”: Experiences from the front line. Digital Signal Processing and Signal Processing Education Meeting (DSP/SPE), 2013 IEEE, 268-272.
http://dx.doi.org/10.1109/DSP-SPE.2013.6642602
Karger, D. (2013). Standards opportunities around data-bearing Web pages. Philosophical Transactions of the Royal Society A, 371(1987), 20120381.
http://dx.doi.org/10.1098/rsta.2012.0381
Klenowski, V., Askew, S. & Carnell, E. (2006). Portfolios for learning, assessment and professional development in higher education. Assessment & Evaluation in Higher Education, 31(3), 267-286.
http://dx.doi.org/10.1080/02602930500352816
Liber, O. & Johnson, M. (2008). Personal learning environments. Interactive Learning Environments, 16(1), 1-2.
http://dx.doi.org/10.1080/10494820701772645
Lim, C. P., Lai, Y. C. & Ng, E. M. (2011). Using wikis to develop student teachers' learning, teaching, and assessment capabilities. The Internet and Higher Education, 14(1), 15-26.
http://dx.doi.org/10.1016/j.iheduc.2010.06.001
Litherland, K., Carmichael, P. & Martínez-García, A. (2013). Ontology-based e-Assessment for Accounting Education. Accounting Education, 22(5), 498-501.
http://dx.doi.org/10.1080/09639284.2013.824198
Lugton, M. (2012). What is a MOOC? What are the different types of MOOC? xMOOCs and cMOOCs. Reflections.
Markham, T. & Larmer, J. (2003). Project Based Learning Handbook: A Guide to Standards-Focused Project Based Learning for Middle and High School Teachers. Buck Institute for Education.
Martín-Cuadrado, A. M., López-González, M. A. & García-Arce, A. (2013). Innovation Network: Videoconferencing as a Resource in Teaching Support and Autonomous Learning. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 8(3), 119-125.
http://dx.doi.org/10.1109/RITA.2013.2273111
Masip-Álvarez, A., Hervada-Sala, C., Pàmies-Gómez, T., Arias-Pujol, A., Jaen-Fernandez, C., Rodriguez-Sorigue, C., . . . Montferrer-Linan, R. (2013). Self-video recording for the integration and assessment of generic competencies. Global Engineering Education Conference (EDUCON), 2013 IEEE, 436-441.
http://dx.doi.org/10.1109/EduCon.2013.6530142
Mor, Y. & Koshinen, T. (2013). MOOC y más allá. eLearning Papers, 33, 1-7. Munkhchimeg, B. & Baigaltugs, S. (2013). Control possibility of students' learning process through using Learning Management System. Ifost IEEE, 2, 395-399.
http://dx.doi.org/10.1109/IFOST.2013.6616920
Palomares, A. (2011). The educational model at university and the use of new methodologies for teaching, learning and assessment. Revista de Educación, 355(Mayo-Agosto 2011), 591-604.
Palomo-Duarte, M., Dodero, J. M., Medina-Bulo, I., Rodríguez-Posada, E. J. & Ruiz-Rube, I. (2014). Assessment of collaborative learning experiences by graphical analysis of wiki contributions. Interactive Learning Environments, 22(4), 444-466.
http://dx.doi.org/10.1080/10494820.2012.680969
Piedra, N., Chicaiza, J., López, J., Romero, A. & Tovar, E. (2010). Measuring collaboration and creativity skills through rubrics: Experience from UTPL collaborative social networks course. Education Engineering (EDUCON), 2010 IEEE, 1511-1516.
http://dx.doi.org/10.1109/EDUCON.2010.5492349
Redecker, C. & Johannessen, Ø. (2013). Changing assessment—Towards a new assessment paradigm using ICT. European Journal of Education, 48(1), 79-96.
http://dx.doi.org/10.1111/ejed.12018
Redecker, C., Punie, Y. & Ferrari, A. (2012). eAssessment for 21st century learning and skills. En 21st Century Learning for 21st Century Skills (págs. 292-305). Springer Berlin Heidelberg.
http://dx.doi.org/10.1007/978-3-642-33263-0_23
Robles, G., Koch, S. & González-Barahona, J. M. (2004). Remote analysis and measurement of libre software systems by means of the CVSAnalY tool. Proceedings of the 2nd ICSE Workshop on Remote Analysis and Measurement of Software Systems (RAMSS), (pp. 51-55).
http://dx.doi.org/10.1049/ic:20040351
Sadler, D. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Educatio, 35(5), 535-550.
http://dx.doi.org/10.1080/02602930903541015
Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing?Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829-845.
http://dx.doi.org/10.14742/ajet.934
Vassiliadis, P. (2009). A survey of extract-transform-load technology. International Journal of Data Warehousing and Mining, 5(3), 1-27.
http://dx.doi.org/10.4018/jdwm.2009070101
Walvoord, B. E. & Anderson, V. J. (2009). Effective grading: A tool for learning and assessment in college. San Francisco: John Wiley & Sons.
Wood, E. J. (2008). The E-assessment handbook by Geoffrey Crisp. Biochemistry and Molecular Biology Education, 36(1), 91-92.
http://dx.doi.org/10.1002/bmb.131
Zafra, A., Gibaja, E., Luque, M. & Ventura, S. (2011). An Evaluation of the Effectiveness of e-learning system as Support for Traditional Classes. 7th International Conference on Next Generation Web Services Practices (NWeSP) (pp. 431-435). IEEE.
http://dx.doi.org/10.1109/nwesp.2011.6088218
Zhao, L. & Elbaum, S. (2003). Quality assurance under the open source development model. Journal of Systems and Software, 66(1), 65-75.
http://dx.doi.org/10.1016/S0164-1212(02)00064-X
http://dx.doi.org/10.1002/hfm.20394
Amelung, M., Krieger, K. & Rosner, D. (2011). E-Assessment as a Service. Learning Technologies, IEEE Transactions on, 4(2), 162-174.
http://dx.doi.org/10.1109/TLT.2010.24
Barootchi, N. & Keshavarz, M. H. (2002). Assessment of achievement through portfolios and eachermade
tests. Educational Research, 44(3), 279-288.
http://dx.doi.org/10.1080/00131880210135313
Bizer, C. H. & Berners-Lee, T. (2009). Linked data-the story so far. Semantic Services, Interoperability and Web Applications: Emerging Concepts, 205-227.
http://dx.doi.org/10.4018/jswis.2009081901
Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in continuing education, 22(2), 151-167.
http://dx.doi.org/10.1080/713695728
Boud, D. (2007). Reframing assessment as if learning were important. Rethinking assessment in higher education: Learning for the longer term, 14-25.
Bouman, R. & Van Dongen, J. (2009). Pentaho Solutions: Business Intelligence and Data Warehousing with Pentaho and MySQL. Wiley.
Colombo, A., Damiani, E., Frati, F., Oltolina, S., Reed, K. & Ruffatti, G. (2008). The use of a meta-model to support multi-project process measurement. 15th Asia-Pacific Software Engineering Conference, 2008. APSEC'08 (pp. 503-510). IEEE.
http://dx.doi.org/10.1109/APSEC.2008.55
Csapó, B., Ainley, J., Bennett, R. E., Latour, T. & Law, N. (2012). Technological issues for computerbased assessment. Assessment and teaching of 21st century skills, 143-230.
http://dx.doi.org/10.1007/978-94-007-2324-5_4
D’Aquin, M. (2012). Putting linked data to use in a large higher-education organisation. Proceedings of the Interacting with Linked Data (ILD) workshop at Extended Semantic Web Conference (ESWC). Heraklion, Crete.
Davies, S. (2010). Effective Assessment in a Digital Age.
Dodero, J. M., Ruiz-Rube, I., Palomo-Duarte, M. & Cabot, J. (2012). Model-driven learning design. Journal of Research and Practice in Information Technology, 44(3), 267-288.
Falchikov, N. (2013). Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. Routledge.
Ferguson, R. (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5-6), 304-317.
http://dx.doi.org/10.1504/IJTEL.2012.051816
Gala-Pérez, S. J. (2013). Intensive metrics for the study of the evolution of open source projects. Master’s thesis, Universidad Rey Juan Carlos. http://hdl.handle.net/10115/11518
Gil, C., Montoya, M. G., Herrada, R. I., Banos, R., Montoya, F. G. & Manzano-Agugliaro, F. (2011). Cooperative learning and electronic group portfolio: tutoring tools, development of competences and assessment. International Journal of Learning Technology, 6(1), 46-61.
http://dx.doi.org/10.1504/IJLT.2011.040149
Hea, Y., Huib, S. C. & Quanc, T. (2009). Automatic summary assessment for intelligent tutoring systems. Computers & Education, 53(3), 890-899.
http://dx.doi.org/10.1016/j.compedu.2009.05.008
Hernández-Leo, D., Moreno, V., Dodero, J., Pardo, A., Romero-Ternero, M., Dimitriadis, Y. & Asensio-Pérez, J. I. (2012). Aplicación de Recomendaciones para la alineación de Competencias, Metodología y evaluación en asignaturas de Ingeniería Telemática, Informática y Electrónica. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, 7(1), 13-20.
Johnson, D. H. (2013). Teaching a “MOOC”: Experiences from the front line. Digital Signal Processing and Signal Processing Education Meeting (DSP/SPE), 2013 IEEE, 268-272.
http://dx.doi.org/10.1109/DSP-SPE.2013.6642602
Karger, D. (2013). Standards opportunities around data-bearing Web pages. Philosophical Transactions of the Royal Society A, 371(1987), 20120381.
http://dx.doi.org/10.1098/rsta.2012.0381
Klenowski, V., Askew, S. & Carnell, E. (2006). Portfolios for learning, assessment and professional development in higher education. Assessment & Evaluation in Higher Education, 31(3), 267-286.
http://dx.doi.org/10.1080/02602930500352816
Liber, O. & Johnson, M. (2008). Personal learning environments. Interactive Learning Environments, 16(1), 1-2.
http://dx.doi.org/10.1080/10494820701772645
Lim, C. P., Lai, Y. C. & Ng, E. M. (2011). Using wikis to develop student teachers' learning, teaching, and assessment capabilities. The Internet and Higher Education, 14(1), 15-26.
http://dx.doi.org/10.1016/j.iheduc.2010.06.001
Litherland, K., Carmichael, P. & Martínez-García, A. (2013). Ontology-based e-Assessment for Accounting Education. Accounting Education, 22(5), 498-501.
http://dx.doi.org/10.1080/09639284.2013.824198
Lugton, M. (2012). What is a MOOC? What are the different types of MOOC? xMOOCs and cMOOCs. Reflections.
Markham, T. & Larmer, J. (2003). Project Based Learning Handbook: A Guide to Standards-Focused Project Based Learning for Middle and High School Teachers. Buck Institute for Education.
Martín-Cuadrado, A. M., López-González, M. A. & García-Arce, A. (2013). Innovation Network: Videoconferencing as a Resource in Teaching Support and Autonomous Learning. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 8(3), 119-125.
http://dx.doi.org/10.1109/RITA.2013.2273111
Masip-Álvarez, A., Hervada-Sala, C., Pàmies-Gómez, T., Arias-Pujol, A., Jaen-Fernandez, C., Rodriguez-Sorigue, C., . . . Montferrer-Linan, R. (2013). Self-video recording for the integration and assessment of generic competencies. Global Engineering Education Conference (EDUCON), 2013 IEEE, 436-441.
http://dx.doi.org/10.1109/EduCon.2013.6530142
Mor, Y. & Koshinen, T. (2013). MOOC y más allá. eLearning Papers, 33, 1-7. Munkhchimeg, B. & Baigaltugs, S. (2013). Control possibility of students' learning process through using Learning Management System. Ifost IEEE, 2, 395-399.
http://dx.doi.org/10.1109/IFOST.2013.6616920
Palomares, A. (2011). The educational model at university and the use of new methodologies for teaching, learning and assessment. Revista de Educación, 355(Mayo-Agosto 2011), 591-604.
Palomo-Duarte, M., Dodero, J. M., Medina-Bulo, I., Rodríguez-Posada, E. J. & Ruiz-Rube, I. (2014). Assessment of collaborative learning experiences by graphical analysis of wiki contributions. Interactive Learning Environments, 22(4), 444-466.
http://dx.doi.org/10.1080/10494820.2012.680969
Piedra, N., Chicaiza, J., López, J., Romero, A. & Tovar, E. (2010). Measuring collaboration and creativity skills through rubrics: Experience from UTPL collaborative social networks course. Education Engineering (EDUCON), 2010 IEEE, 1511-1516.
http://dx.doi.org/10.1109/EDUCON.2010.5492349
Redecker, C. & Johannessen, Ø. (2013). Changing assessment—Towards a new assessment paradigm using ICT. European Journal of Education, 48(1), 79-96.
http://dx.doi.org/10.1111/ejed.12018
Redecker, C., Punie, Y. & Ferrari, A. (2012). eAssessment for 21st century learning and skills. En 21st Century Learning for 21st Century Skills (págs. 292-305). Springer Berlin Heidelberg.
http://dx.doi.org/10.1007/978-3-642-33263-0_23
Robles, G., Koch, S. & González-Barahona, J. M. (2004). Remote analysis and measurement of libre software systems by means of the CVSAnalY tool. Proceedings of the 2nd ICSE Workshop on Remote Analysis and Measurement of Software Systems (RAMSS), (pp. 51-55).
http://dx.doi.org/10.1049/ic:20040351
Sadler, D. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Educatio, 35(5), 535-550.
http://dx.doi.org/10.1080/02602930903541015
Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing?Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829-845.
http://dx.doi.org/10.14742/ajet.934
Vassiliadis, P. (2009). A survey of extract-transform-load technology. International Journal of Data Warehousing and Mining, 5(3), 1-27.
http://dx.doi.org/10.4018/jdwm.2009070101
Walvoord, B. E. & Anderson, V. J. (2009). Effective grading: A tool for learning and assessment in college. San Francisco: John Wiley & Sons.
Wood, E. J. (2008). The E-assessment handbook by Geoffrey Crisp. Biochemistry and Molecular Biology Education, 36(1), 91-92.
http://dx.doi.org/10.1002/bmb.131
Zafra, A., Gibaja, E., Luque, M. & Ventura, S. (2011). An Evaluation of the Effectiveness of e-learning system as Support for Traditional Classes. 7th International Conference on Next Generation Web Services Practices (NWeSP) (pp. 431-435). IEEE.
http://dx.doi.org/10.1109/nwesp.2011.6088218
Zhao, L. & Elbaum, S. (2003). Quality assurance under the open source development model. Journal of Systems and Software, 66(1), 65-75.
http://dx.doi.org/10.1016/S0164-1212(02)00064-X
Traverso Ribón, I., Banderas Alberico, A., Dodero, J. M., Ruiz Rube, I., & Palomo, M. (2016). Sustainable assessment of learning experiences based on projects. Education in The Knowledge Society, 17(1), 19–44. https://doi.org/10.14201/eks2016171943
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