An Inquiry-Based Collaborative Writing and Assessment (IB-CWA) Prototype Model Supported by Digital Technology: Design, Validation, and Initial Practicality
DOI:
https://doi.org/10.17507/tpls.1610.33Keywords:
assessment for learning, collaborative assessment, collaborative writing, digital technology, inquiry-based learningAbstract
This study aims to develop the Inquiry-Based Collaborative Writing and Assessment (IB-CWA) prototype model supported by digital technology through a Design-Based Research (DBR) approach during the prototyping phase, which includes model design, expert validation, and initial practicality testing. The IB-CWA prototype model consists of six main phases, namely: (1) Orientation and Questioning, (2) Inquiry Exploration, (3) Collaborative Drafting, (4) Self and Peer-Assessment, (5) Revision and Publication, and (6) Reflection and Evaluation. The research involved lecturers, students, and experts who were purposively selected in accordance with the research stages. Data were collected through interviews, questionnaires, and expert validation sheets, and were subsequently analysed qualitatively and quantitatively using thematic analysis, descriptive statistics, and Aiken’s V index. The research findings indicate that the prototype model possesses high levels of content and construct validity based on expert assessment, as well as high to very high levels of practicality based on the perceptions of lecturer and students. These findings indicate that the IB-CWA prototype model is suitable for use in further pilot testing and has the potential to be implemented in collaborative writing instruction in higher education. However, the model’s effectiveness in improving writing and critical thinking skills still needs to be tested in subsequent assessment phases.
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