TEACHING PREPARATION, CONDUCT AND EVALUATION: PUPIL ASSESSMENT AND PRACTICE

Course Information
TitleΠΡΟΕΤΟΙΜΑΣΙΑ, ΔΙΕΞΑΓΩΓΗ ΚΑΙ ΑΞΙΟΛΟΓΗΣΗ ΔΙΔΑΣΚΑΛΙΑΣ: ΑΞΙΟΛΟΓΗΣΗ ΤΟΥ ΜΑΘΗΤΗ ΚΑΙ ΠΡΑΚΤΙΚΕΣ ΑΣΚΗΣΕΙΣ / TEACHING PREPARATION, CONDUCT AND EVALUATION: PUPIL ASSESSMENT AND PRACTICE
CodeΥ-28
FacultyEducation
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorAnastasios Liampas
CommonNo
StatusInactive
Course ID80003869

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600130960
Type of the Course
  • Background
  • Scientific Area
  • Skills Development
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
The students in the end of the course will: Know the historical, educational, pedagogical, sociopolitical dimensions and purposes of the assessment. Know the views important educators/intellectuals about the assessment in education Learn important charasteristics of the assessment (qualitative criteria, methods) Know the pedagogical meaning of the assessment Know the basic and apporpriate element of the assessment for learning Learn the scaffolding Learn the techniques of the assessment Learn the scales of grading and descriptive assessment Know the impact of the assessment to the school knowledge, teaching, pedagogic relationhip and relations among students-parents
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The emphasis of the subject is placed towards pupil’s assessment. The course offers a deep-stated awareness about the meaning of the pupil’s assessment, examining the historical, ideological and socio-political roots and dimensions of assessing systems (focused mainly on the analysis and the reasoning of the theoretical arguments of: M. Weber, T. Parsons, M. Foucault, P. Bourdieu, S. Bowles & H. Gintis), the studies and the pedagogic function of the assessment procedures, analyzing the history of pupil’s assessment in the Greek elementary school. In addition, the course presents and explores: • the types of assessment (i.e. diagnostic, formative, summative), the forms of assessment (i.e. criterion referenced assessment, norm referenced assessment, ipsative/self-referenced assessment) and their contribution to the rising of learning; • the role of question in assessment the support and feedback in assessment for learning (based on the views about the learning of Piaget, Vygotsky, Bruner, Mercer and Black & Wiliam); • the methods for assessing knowledge (i.e. exams, tests,objective tests, oral assessment) and their characteristics; the assessment based on Bloom’s taxonomy (i.e. tasks/objectives, performance criteria); the formative assessment in the Bloom's mastery learning; the reinforcement and the motivations for learning; the self-assessment and the peer assessment;, the portfolio assessment; • the grading schemes and the measurement (i.e. grades, marks); the descriptive assessment; • the influences of the forms/types of assessment on the selection, organization and formation of school knowledge; • the consequences of assessment on the form / method of teaching, on the pedagogic relationship, and, on the relations among pupils/parents.
Keywords
student assessment, formative assessment, report of descriptive assessment, assessment for learning
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures903
Fieldwork1204
Tutorial602
Exams301
Total30010
Student Assessment
Description
Written exams (open books) at the end of the course
Student Assessment methods
  • Written Exam with Extended Answer Questions (Summative)
  • Performance / Staging (Formative)
  • Written Exam with Problem Solving (Summative)
  • Report (Formative)
Bibliography
Course Bibliography (Eudoxus)
Κωνσταντίνου, Χ. (2004) Η αξιολόγηση της επίδοσης του μαθητή ως παιδαγωγική Λογική και Σχολική Πρακτική, Αθήνα: Gutenberg. (1η επιλογή) Ρέλλος, Ν. (2003) Έλεγχος μάθησης. Αξιολόγηση Μαθητικής Επίδοσης, Αθήνα: Gutenberg. (2η επιλογή)
Additional bibliography for study
Λιάμπας, Τ. (2011) Έκθεση περιγραφικής αξιολόγησης. Μια Μελέτη Περίπτωσης, Σύγχρονη Εκπαίδευση, τχ. 167, σσ. 89-100. Mercer, N. (2000) Η συγκρότηση της γνώσης, Αθήνα: Μεταίχμιο. Perrenoud, P. (1995) Οι συνήθεις διαδικασίες αξιολόγησης τροχοπέδη στην αλλαγή των παιδαγωγικών πρακτικών, Εκπαιδευτική Κοινότητα, τχ. 31, σσ. 31-37. Perrenoud, P. (1996) Πώς να καταπολεμήσετε τη σχολική αποτυχία σε δέκα μαθήματα ... Εκπαιδευτική Κοινότητα, τχ. 39, σ. 17-23. Perrenoud, P. (1997 Η τριπλή κατασκευή της σχολικής αποτυχίας, Εκπαιδευτική Κοινότητα, τχ.43, σ. 31-38. Ρέλλος, Ν. (2003) Έλεγχος μάθησης. Αξιολόγηση Μαθητικής Επίδοσης, Αθήνα: Gutenberg. Slavin, R. (2007) Εκπαιδευτική ψυχολογία, Αθήνα: Μεταίχμιο.
Last Update
27-11-2018