Knowledge-building portfolios as assessment that characterizes and scaffolds collective knowledge advances¶
Design · All designs
Evidence · 3 claims (3 for) · 1 study (1 causal),q3· 1 of 1 report an effect size · 3 claims rest on one study
Description¶
Knowledge-building portfolios are student-produced records in which learners select exemplary clusters of computer notes and write reflections explaining how the notes evidence knowledge building, guided by principles. Unlike conventional portfolios of individual best work, the article "pioneered the notion of knowledge-building portfolios for which students are asked to identify collective knowledge advances." A portfolio note is a "rise-above" note hyperlinked to referenced notes, and "A portfolio is a group accomplishment with multiple contributions from students—it shows that knowledge is distributed and it emerges through collective inquiry." The portfolio is designed to both measure and foster inquiry, mediating individual and group understanding through principles and reflections.
Design Implications¶
Context¶
Requirements¶
- Students work in a Knowledge Forum database whose notes they can hyperlink, reference, and organize into clusters
- A set of knowledge-building principles is provided as criteria for note selection and explanation
Constraints¶
- Developed and examined in a design research program with graduate, Grade 12, and grade-nine Geography classes in Hong Kong using Knowledge Forum
Target Learners¶
- secondary school students (grade-nine Geography students in this study)
Learning Goals¶
- collaborative inquiry and knowledge building
- domain conceptual understanding
- self- and community-assessment of knowledge advances
Claims¶
- Collective Portfolio Scores Predict Understanding [+M]
- Portfolio Scores Correlate Participation Understanding [+M]
- Portfolio Principles Higher Conceptual Understanding [+M]
Related Designs¶
Examples¶
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Key Sources¶
- Eddy Y.C. Lee, Carol K.K. Chan, & Jan van Aalst. (2006). Students assessing their own collaborative knowledge building. Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-006-6844-4
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
knowledge-building-portfolios-collective-assessment |
title |
Knowledge-building portfolios as assessment that characterizes and scaffolds collective knowledge advances |
description |
Knowledge-building portfolios are student-produced records in which learners select exemplary clusters of computer notes and write reflections explaining how the notes evidence knowledge building, guided by principles. |
status |
review |
generated |
by process:settle-candidates on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — eddy-yc-lee-2006 |
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