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Through assessment and ePortfolio towards self-directed learning

Identifikátory výsledku

  • Kód výsledku v 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>

  • Výsledek na webu

  • DOI - Digital Object Identifier

Alternativní jazyky

  • Jazyk výsledku

    angličtina

  • Název v původním jazyce

    Through assessment and ePortfolio towards self-directed learning

  • Popis výsledku v původním jazyce

    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.

  • Název v anglickém jazyce

    Through assessment and ePortfolio towards self-directed learning

  • Popis výsledku anglicky

    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.

Klasifikace

  • Druh

    D - Stať ve sborníku

  • CEP obor

  • OECD FORD obor

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

Návaznosti výsledku

  • Projekt

  • Návaznosti

    S - Specificky vyzkum na vysokych skolach

Ostatní

  • Rok uplatnění

    2017

  • Kód důvěrnosti údajů

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

Údaje specifické pro druh výsledku

  • Název statě ve sborníku

    Proceedings of the 16th European Conference on eLearning ECEL 2017

  • ISBN

    978-1-911218-59-3

  • ISSN

    2048-8637

  • e-ISSN

    2049-0992

  • Počet stran výsledku

    7

  • Strana od-do

    439-445

  • Název nakladatele

    Academic Conferences and Publishing International Limited

  • Místo vydání

    Reading, UK

  • Místo konání akce

    Porto, Portugalsko

  • Datum konání akce

    26. 10. 2017

  • Typ akce podle státní příslušnosti

    WRD - Celosvětová akce

  • Kód UT WoS článku