Assessing group learning using wikis: An application to capstone design

Abstract

In this paper, we discuss the use of a wiki for documenting social knowledge in the context of an industrially-based capstone design course and for assessing group learning. Students create a knowledge management (KM) tool for the explicit purposes of sharing lessons learned with wider audiences and engaging in active group assessment, where students actively develop the product to be assessed. Because students are encouraged to verbalize in their own words concepts learned in class, the wiki reinforces learning and serves as a formative assessment tool, or perception check, for students and professors. This case analysis involved collecting feedback from key stakeholders, including Advisory Board and Industrial Sponsor interviews, student focus group discussions and assessment surveys. In addition, the wiki itself serves as a summative assessment tool. A difference approach was used to analyze rater perceptions of actual and expected performance. An average improvement score, based on a rubric, was obtained that minimizes unreliability for small, variable groups like advisory boards. © American Society for Engineering Education, 2006.