Collaborative Summative Assessment: Means for Enduring Learning and Attainment of 21st Century Skills in the Online Platform

Autor/inn/en	Suaco, Thea P.; Mangaliag, Antonio D.; Gadgad, Marilyn M.
Titel	Collaborative Summative Assessment: Means for Enduring Learning and Attainment of 21st Century Skills in the Online Platform
Quelle	In: Journal of Education and Learning, 12 (2023) 1, S.118-124 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Cooperative Learning; Summative Evaluation; 21st Century Skills; Skill Development; Electronic Learning; Student Evaluation; High School Students; Distance Education; Gender Differences; Foreign Countries; Private Schools; Individual Differences; Philippines + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Schulnote; Studentische Bewertung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Distance study; Distance learning; Fernunterricht; Geschlechterkonflikt; Ausland; Private school; Privatschule; Individueller Unterschied; Philippinen
Abstract	The use of collaborative assessment as a form of summative evaluation during online learning targets Sustainable Development Goal (SDG) 4 which aims at ensuring sustainable development in education through student assessment. Moreover, collaborative assessment is an interactive process that enables students to work together and get engaged in shared decision-making toward mutually-defined goals. This research aimed to examine the impact of online distance learning on collaborative assessment among High School students according to grade level and sex. This research will help educate learners on the value of collaboration during online distance learning, and will strengthen global citizenship. This study used a cross-sectional survey of quantitative research design with 252 high school students as participants. Significant findings revealed that both Junior and Senior high school students, as well as male and female students, agree that collaborative summative assessment during online learning helped them in the attainment of good academic performance, easier completion of tasks, enhanced communication skill, evident cooperation, and submission of quality output. Moreover, inferential analysis showed no significant difference on the impact of online distance learning on collaborative summative assessment as perceived by grade level, t(17) = 2.11, p = 0.15 and sex, t(17) = 2.11, p = 0.24. Therefore, regardless of grade level and sex, the new mode of learning platform proved to be an efficient avenue for students to work together in the achievement of a common goal despite the challenges presented by online distance learning. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01