Linking assessment and collaborative learning through design patterns

Eloy D. Villasclaras-Fernández1, Davinia Hernández-Leo, Juan I. Asensio-Pérez,
Yannis Dimitriadis
GSIC-EMIC group, Universidad de Valladolid, Spain

Design patterns in the field of e-Learning and Computer Supported Collaborative Learning (CSCL) have been proposed to tackle a number of issues. Among these issues, we can point out the design of the assessment plan to be carried along with learning activities. To support this design task, assessment patterns can be used to communicate experience on assessment strategies. However, the fact that assessment and learning activities are tied together in a learning scenario motivates the design of CSCL scripts based on both assessment and learning patterns. In this paper, our objective is to include assessment patterns in a CSCL scripting pattern language, which structures and connects assessment and learning patterns. This pattern language classifies assessment patterns according to the granularity of the component whose design they tackle: resources, roles, activities or sequencing of activities. Moreover, pattern languages highlight the importance of links between patterns. In our case, such links are derived from the need to assess learning processes: the designer may solve this need by using assessment patterns. Thus, identifying and documenting the relationships between assessment and learning patterns is a relevant issue, since they build meaningful paths through the pattern language, guiding the selection and application of patterns in concrete learning scenarios. Case studies that represent good practices in the application of learning and assessment strategies enable us to identify a set of relationships between patterns. However,
such relationships are subject to the circumstances of each case study. This fact determines that also the paths suggested by the pattern language may be only adequate under similar circumstances. Therefore, the pattern language should document the influence that the characteristics of the learning scenarios have over the selection of assessment patterns. This paper discusses the definition of such pattern language and its application in a design process for CSCL scripts, implemented in an authoring tool.

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