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
CodeΥΜΠ4
FacultyEducation
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorAnastasios Liampas
CommonNo
StatusActive
Course ID600017631

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)

Registered students: 1
OrientationAttendance TypeSemesterYearECTS
KORMOSYPOCΗREŌTIKO PRAKTIKĪS846

Class Information
Academic Year2020 – 2021
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600183317

Class Schedule

Building
FloorUnknown
HallΕξ αποστάσεως (900)
CalendarWednesday 15:00 to 18:00
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 course is based on pupil assessment. The course offers a deep-stated awareness about the meaning of the student assessment, examining the historical, ideological, and socio-political roots and dimensions of assessing systems (focused mainly on the presentation and analysis: theoretical views of Weber, Parsons, Foucault, Bourdieu, Bowles & Gintis; conclusions research studies on assessment; pedagogic function of assessment procedures; the history of pupil assessment in the Greek elementary school. In addition, the course presents and examines: • types of assessment (i.e. diagnostic, formative, summative), • 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 the question in student assessment • the supporting and feedback in Assessment for Learning (based on the views about the learning of Piaget, Vygotsky, Bruner, Mercer, and Black & Wiliam; • 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 Bloom's mastery learning; • the reinforcement and the motivations for learning; • the self-assessment and the peer assessment; • the portfolio assessment; • grading and measurement practices (i.e. grades, marks); the descriptive assessment; • influences of the forms/types of assessment on the selection, organization, and formation of school knowledge; • 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
Lectures782.6
Fieldwork702.3
Tutorial291.0
Exams30.1
Total1806
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 & Κωνσταντίνου, Ι. (2017). Η αξιολόγηση στην Εκπαίδευση. Η Αξιολόγηση του Εκπαιδευτικού Έργου και του Μαθητή ως Θεωρία και ως Πράξη. Αθήνα: Gutenberg. (1η επιλογή) Κασσωτάκης, Μ. (2013). Η Αξιολόγηση της Επίδοσης των Μαθητών. Θεωρητικές Προσεγγίσεις και Πρακτικές Εφαρμογές. Αθήνα: Εκδόσεις Γρηγόρη. (2η επιλογή)
Additional bibliography for study
Slavin, R. (2007). Εκπαιδευτική Ψυχολογία. Αθήνα: Μεταίχμιο. Mercer, N. (2000). Η Συγκρότηση της Γνώσης. Αθήνα: Μεταίχμιο. Ρέλλος, Ν. (2003). Έλεγχος Μάθησης. Αξιολόγηση Μαθητικής Επίδοσης. Αθήνα: Gutenberg. Λιάμπας, Τ. (2011). Έκθεση περιγραφικής αξιολόγησης. Μια Μελέτη Περίπτωσης. Σύγχρονη Εκπαίδευση, τχ. 167, σσ. 89-100. Λιάμπας, Τ. (2016). Η Γνώμη των Εκπαιδευτικών των Πειραματικών Δημοτικών Σχολείων ΠΤΔΕ-ΑΠΘ για την Έκθεση Περιγραφικής Αξιολόγησης και τις Επιδράσεις της. Στο Ε. Χοντολίδου, Ρ. Τσοκαλίδου, Φ. Τεντολούρης, Α. Κυρίδης & Κ. Βακαλόπουλος (Επιμ.), «Μνήμη Σωφρόνη Χατζησαββίδη. Γλωσσολογικές & Παιδαγωγικές προσεγγίσεις». Αθήνα: Gutenberg. Λιάμπας, Τ. (2017). Ο Lev S. Vygotsky και η Δυναμική Αξιολόγηση. Στο Γ. Γρόλλιος & Χ. Τζήκας (Επιμ.), Ζητήματα Κοινωνικών και Πολιτικών Παραμέτρων της Εκπαίδευσης: Αφιέρωμα στον Σπύρο Ράση. Αθήνα; Παπαζήσης 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, σσ. 17-23. Perrenoud, P. (1997). Η Τριπλή Κατασκευή της Σχολικής Αποτυχία., Εκπαιδευτική Κοινότητα, τχ.43, σ. 31-38. Perrenoud, P. (2008). Η Αξιολόγηση των Μαθητών: Ρυθμιστικό Εργαλείο ή Ασπίδα κατά του Άγχους; Εκπαιδευτική Κοινότητα, τχ.87, σσ. 17-23. Ακόμη, όλα τα αναρτημένα άρθρα, κείμενα/αποσπάσματα βιβλίων στην ιστοσελίδα του μαθήματος στο e-learning
Last Update
01-06-2021