ASSESSING STUDENT LEARNING: RESEARCH-BASED RUBRICS AND EVALUATION INSTRUMENTS FOR MEASURING TECHNOLOGY-AUGMENTED LEARNING

In this study we investigate how student learning is evaluated and assessed by a number of different measures. Exploring foundational studies in student learning and assessment, we argue that much work has focused on traditional classrooms and individual learner experience, rather than technology-augmented and social learning contexts. In a move toward a social learning focus, we suggest some approaches in the student assessment literature that address the social construction of both learning contexts and learners.