Đánh giá đa nguồn năng lực giao tiếp và hợp tác trong môi trường số của học sinh tiểu học: Xu hướng thay đổi của kết quả đánh giá qua bốn bài học can thiệp

Tóm tắt

Digital communication and collaboration competence (DCCC) is a core component of digital competence among primary school students. Self-assessment, the most commonly used approach for assessing this competence, has limited reliability and remains insufficiently validated for primary school students. Multi-source assessment has been considered a feasible alternative; however, empirical evidence remains limited, particularly studies that concurrently examine multiple assessment sources over time. This study describes and compares trends in DCCC assessment results among primary school students using three assessment sources: student self-assessment, peer assessment, and teacher assessment, during a pedagogical intervention in primary school ICT lessons. A quasi-experimental design was employed across eight primary schools, with the present analysis focusing on descriptive data from the intervention group. Data were collected repeatedly after four consecutive intervention lessons and analyzed using descriptive statistics. The results showed that all three assessment sources recorded a broadly consistent upward trend, with the most evident change occurring at the same stage across the three sources. At the same time, differences in absolute scores persisted among the assessment sources, being most pronounced during the early stages of the intervention, decreasing sharply after the first lesson before fluctuating slightly in the final two lessons. These findings indicate that combining multiple assessment sources is a feasible approach, providing additional empirical evidence for monitoring trends in DCCC assessment results among students in primary school ICT lessons. They also suggest that the results of multi-source assessment should be interpreted cautiously during the early stages of an instructional intervention.