Through assessment and ePortfolio towards self-directed learning

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F17%3A43950010" target="_blank" >RIV/49777513:23420/17:43950010 - isvavai.cz</a>

Result on the web

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DOI - Digital Object Identifier

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Result language

angličtina

Original language name

Through assessment and ePortfolio towards self-directed learning

Original language description

Assessment has always played a key role in education. In the world driven by external assessment it cannot be assumed that all adult learners have a full capacity for self-directed or autonomous learning. Moreover, every learner possesses different capabilities and exhibits distinctive preferences. Generally, we can distinguish two main approaches to assessment. These are assessment of learning also called summative assessment and assessment for learning, in other words formative assessment. Although they are very often contrasted they can be applied in a complementary manner. Along with the term standardized assessment we can increasingly encounter a concept of alternative or authentic assessment. ePortfolios and their assessment are often classified as authentic. Numerous universities have been recently introducing guidelines on how to make their assessment more authentic. In this article a theoretical research of the above mentioned ways of assessment placed in the context of recent approaches to assessment is presented. The review is furthermore supported by an analysis of single phases of a learning cycle which is a subject of a case study of a language course given at all three levels of tertiary education at the University of Pardubice, Czech Republic. The course is aimed at facilitation of autonomous language learning by means of combining consecutive stages of assessment, self-assessment, goal-setting, evidence-based learning ePortfolio, and finally by assessment for learning. The aim of the course is to guide students towards becoming more autonomous and active learners in order to increase their ownership of learning and self-direction skill which can be further adopted and applied in their future learning.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2017

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

Proceedings of the 16th European Conference on eLearning ECEL 2017

ISBN

978-1-911218-59-3

ISSN

2048-8637

e-ISSN

2049-0992

Number of pages

7

Pages from-to

439-445

Publisher name

Academic Conferences and Publishing International Limited

Place of publication

Reading, UK

Event location

Porto, Portugalsko

Event date

Oct 26, 2017

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

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