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
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DOI - Digital Object Identifier
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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
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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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
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