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
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:
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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;
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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);
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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;
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the grading schemes and the measurement (i.e. grades, marks); the descriptive assessment;
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the influences of the forms/types of assessment on the selection, organization and formation of school knowledge;
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the consequences of assessment on the form / method of teaching, on the pedagogic relationship, and, on the relations among pupils/parents.
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.