Enriched assessment rubrics: a new medium for enabling teachers to easily assess student’s performance when participating in complex interactive learning scenarios

Nowadays, teachers in school practice design and apply complex interactive learning scenarios according to standardised collaborative learning strategies such as jigsaw, TPS, etc. There is a well justified and an immediate need to help teachers to easily assess student’s performance. The assessment process in such complex educational scenarios is not a trivial issue since teachers have to combine data gathered during student’s individual performance along with the data which has been gathered throughout group collaboration‐activities. Effective means of facilitating the assessment task is the use of rubrics as well as the interaction analysis indicators. This paper has proposed the idea of enriching the traditional assessment rubrics with indicators that measure the students’ performance in computer supported synchronous or asynchronous collaborative activities. Thus in this paper we propose a new conceptual assessment framework based on how an enriched assessment rubrics can be built. We will show an example of enriched assessment rubrics via a complex interactive learning scenario about the controversial issue of human cloning which the teacher can evaluate efficiently (1) the autonomous and team group performance of students (2) the spectrum of students’ interactions in each phase of the scenario and as a whole. Comments about the usability of this new type of rubrics will be reported as well as ideas for future research plans.