Tool-mediated collaborative learning: Peer-assessment workshop case study

Abstract

In this paper we will discuss an action research project where students created an article and also created the assessment tools to assess it. Through collaborative tool-mediated learning, students shared language both to create the article and to create the assessment criteria. In creating the assessment tools and then using the tools to assess, students also developed the skills to learn how to assess. An adapted model of the third-generation activity theory is also introduced to identify the processes of how this type of assignment unfolds, how the learners learn and also identifies the zone of proximal development through the process.