Evaluation: social and pedagogical issues

Course Information
TitleΌψεις της κοινωνικής και παιδαγωγικής λειτουργίας της αξιολόγησης / Evaluation: social and pedagogical issues
CodeΕΚΠ105
FacultyEducation
SchoolPrimary Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorAnastasios Liampas
CommonNo
StatusActive
Course ID600015112

Class Information
Academic Year2020 – 2021
Class PeriodSpring
Faculty Instructors
Class ID
600185407
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
The student at the end of the course will • Know the views important social scientists and scholars for student assessment and examinations, in addition, their views about the effects of assessment and examinations on school functioning and student carreer. • Know the practices and methods of, Formative assessment, Assessment for learning, and Dynamic assessment, Scaffolding student learning and Mediated learning experience, including the pedagogical and psychological theories on which are dased. • Know the effects of student assessment and examinations on school pedagogy (the content of knowledge, teaching, and learning)
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 international context
  • 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 course from the perspective of, i. Sociology and Philosophy, consider the function and the role of assessment and examinations, in addition, their social and pedagogical effects on students, school, and society, through the presentation and exploring respective views of the work of: a. Max Weber (rationalization, bureaucracy, examinations, educational credentials, status group) b. Emil Durkheim (socialization and education, social control and student assessment), Talcott Parsons (school classroom and social role division, teacher role and assessment, school, family and assessment, assessment and differentiation of school achievement) Robert Dreeben (fundamental social norms teaching in school) c. Samuel Bowles & Herbert Gintis (theory of correspondence, school, and evaluation) d. Basil Bernstein (educational knowledge code, knowledge transmission, assessment, and examinations) e. Pierre Bourdieu (assessment, examinations and the social functioning of education) f. Michel Foucault (discipline power, school as disciplinary power mechanism, examination, hierarchical observation, supervision, normalizing judgment) ii. Pedagogy and Educational evaluation consider: a. B. S. Bloom’s Formative assessment b. Black & Wiliam’s Assessment for learning c. L. S. Vygotsky and the Dynamic assessment d. Scaffolding student learning and assessment e. Feuerstein’s Mediated learning experience
Keywords
examinations, student assessment, formative assessment, assessment for learning, dynamic assessment, scaffolding student learning, mediated learning experience
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Book
  • Sientific articles
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
Seminars802.7
Reading Assigment1204
Written assigments802.7
Other / Others200.7
Total30010
Student Assessment
Description
Written work (7.000 words) on texts (articles or books) selected by the teacher based on lectures made, which the student previously had studied, criticise and present public before their fellow students.
Student Assessment methods
  • Written Assignment (Summative)
  • Oral Exams (Formative)
  • Performance / Staging (Formative, Summative)
Bibliography
Additional bibliography for study
Αβδάλη, Α. (1989) Οι Βαθμοί είναι Αναγκαίοι; Αθήνα: Σύγχρονη εποχή. Bernstein, B. (1989) Παιδαγωγικοί Κώδικες και Κοινωνικός Έλεγχος, Αθήνα: Αλεξάνδρεια. Bourdieu, P. (2000) Πρακτικοί Λόγοι για τη θεωρία της δράσης, Αθήνα: Πλέθρον. Μπουρντιέ, Π. (2004) Για την Εκπαίδευση του Μέλλοντος, Αθήνα: Νήσος. Bourdieu, P. & Passeron, J.C. (2014) Η Αναπαραγωγή. Στοιχεία για μια Θεωρία του Εκπαιδευτικού Συστήματος, Αθήνα: Αλεξάνδρεια. Βυγκότσκι, Λ. (1993) Σκέψη και Γλώσσα, Αθήνα: Γνώση. Vygotsky, L. (2000) Νους στην Κοινωνία, Αθήνα: Gutenberg. Wayne, A. (2020) Άνισες βάσει σχεδίου. Oι εξετάσεις υψηλών απαιτήσεων και η τυποποίηση της ανισότητας. Αθήνα:Gutenberg. Δαφέρμος, Μ. (2002) Η Πολιτισμική-Ιστορική Θεωρία του VYGOTSKY. Φιλοσοφικές, Ψυχολογικές, Παιδαγωγικές Διαστάσεις, Αθήνα: Ατραπός. Collins, R. (2002) Max Weber, Αθήνα: Πατάκης. Durkheim, E. (2013) Εκπαίδευση και Κοινωνιολογία, Αθήνα: Γρηγόρης. Durkheim, E. (2014) Η εξέλιξη της Παιδαγωγικής σκέψης, Αθήνα: Αλεξάνδρεια. Καψάλης, Α. (1998) Αξιολόγηση και βαθμολογία στο δημοτικό σχολείο, Αθήνα: Gutenberg. Κασσωτάκης, Μ. (2013) Η αξιολόγηση της επίδοσης των μαθητών. Θεωρητικές προσεγγίσεις και πρακτικές εφαρμογές. Αθήνα: Εκδόσεις Γρηγόρη. Λιάμπας, Τ. (2011) ‘Έκθεση Περιγραφικής Αξιολόγησης. Μια Μελέτη Περίπτωσης’, Σύγχρονη Εκπαίδευση, τ. 167, σσ. 89-100. Λιάμπας, Τ. (2012) ‘Αξιολόγηση μαθητή: για την αλλοτρίωση ή για τη μάθηση;’, στα πρακτικά του 8ου Πανελλήνιου συνεδρίου της Παιδαγωγικής Εταιρίας Ελλάδας «Ελληνική Παιδαγωγική και Εκπαιδευτική έρευνα». Σχολή Επιστημών Αγωγής Πανεπιστημίου Ιωαννίνων. Ιωάννινα, 2-4/11/2012. Mercer, N. (1998) Η Συγκρότηση της Γνώσης, Αθήνα: Μεταίχμιο. Μπόουλς, Σ. & Γκίντις, Χ. (1976) Πέρα από την Εκπαιδευτική Δύση το Μεγάλο Αμερικάνικο Όνειρο Εξατμίζεται (το 1ο κεφάλαιο από το βιβλίο τους: Το Σχολείο στην Καπιταλιστική Αμερική), στο Φραγκουδάκη, Α. Κοινωνιολογία της Εκπαίδευσης, Αθήνα: Παπαζήσης, 1985, σσ. 469-491. Πάρσονς, Τ. (1959) Η Σχολική Τάξη ως Κοινωνικό Σύστημα: Μερικές από τις Λειτουργίες της στην Αμερικάνικη Κοινωνία, στο Φραγκουδάκη, Α. Κοινωνιολογία της Εκπαίδευσης, Αθήνα: Παπαζήσης, 1985, σσ. 249-279. Perrenoud, P. (1995) Οι Συνήθεις Διαδικασίες Αξιολόγησης Τροχοπέδη στην Αλλαγή των Παιδαγωγικών Πρακτικών, Εκπαιδευτική Κοινότητα, τχ. 31, σ. 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. Ρεκαλίδου, Γ. (2011) Αξιολόγηση της Μάθησης ή Αξιολόγηση για τη Μάθηση, Αθήνα: Πεδίο. Ρέλλος, Ν. (2003) Έλεγχος Μάθησης Αξιολόγηση Επίδοσης, Αθήνα: Gutenberg. Τάτσης, Ν. (1998) (επιμ.) Max Weber. Ερμηνευτικά κείμενα, Αθήνα: Οδυσσέας. Φουκώ, Μ. (1989) Επιτήρηση και Τιμωρία. Η Γέννηση της Φυλακής, Αθήνα: Ράππας. Φουκώ, Μ. (1976) Επιτήρηση και Τιμωρία. Η Γέννηση της φυλακής, Αθήνα: Ράππας. Χιωτάκης, Σ. (2004) (Επιμ.) Η Αμφισβήτηση των Εξετάσεων και των Βαθμών στο Σχολείο, Αθήνα: Γρηγόρης. Anderson, W. L. & Krathwohl, R. D. (Eds) (2001) A Taxonomy for Learning, Teaching and Assessing, Addison, Wesley, Longman, Inc. Andrade, H. L. & Cizek, G. J. (Eds) (2010) Handbook of Formative Assessment, London: Routledge. Arievitz, M. I. (2017) Beyond the Brain. An Agentive Activity Perspective on Mind, Development, and Learning, Rotterdam: Sense Publishers. Black, P. (1998) Testing: Friend or Foe? Theory and Practice of Assessment and Testing, London: Routledge Falmer. Black, P. and Wiliam, D. (1998) ‘Assessment and Classroom Learning’, Assessment in Education, 5 (1), pp. 7-74. Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2002) Working inside the Black box, London: GL Assessment. Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2003) Assessment for Learning. Putting it into Practice. Berkshire: Open University Press. Bloom, B. (1971) Mastery Learning. In Block, J. (Ed.) Mastery Learning. Theory and Practice, New York: Holt, Reinhart, and Winston, pp. 47-63. Bowles, S. & Gintis, H. (1976) Schooling in Capitalistic America, London: Routledge & Kegan Paul. Broadfoot, P. (1987). Introducing Profiling. A Practical Manual. London: Macmillan. Broadfoot, P. (1996) Education, Assessment and Society, Buckingham: Open University Press. Broadfoot, P. (1996) Educational assessment: The myth of measurement. In P. Woods (Ed.) Contemporary Issues in teaching and learning, London: Routledge, pp. 203-230. Broadfoot, P. (2007) An introduction to Assessment New York: Continuum. Crooks, T. (1988) ‘The Impact of Classroom Evaluation on Students’, Review of Educational Research, 58 (4) (winter 1988), pp. 438-481. Dreeben, R. (1968) The Contribution of Schooling to the Learning of Norms: Independence, Achievement, Universalism, and Specificity, in Strouse, J. (Ed.) Exploring Sociocultural Themes in Education. Reading in Social Foundations, 2nd ed., New Jersey: Merill Prentice Hall, pp. 87-102 Feuerstein, R., Feuerstein, R.S., Falik, L.H. & Rand, Y. (2002) The Dynamic Assessment of Cognitive Modifiability, Jerusalem: ICELP. Durkheim, E. (1947) The Division of Labour in Society, New York: The Free Press. Gardner, J. (2012) (Ed.) Assessment and Learning, London: Sage. Gipps, C. (1999) ‘Socio-Cultural Aspects of Assessment’, American Educational Research Association, vol. 24, pp. 355-392 http://www.jstor.org/stable/1167274. Hargreaves, A., Earl, L. & Schmidt, M. (2002) ‘Perspectives on Alternative Assessment Reform’, American Educational Research Journal, 39 (1), pp. 69-95. Harlen, W. (2007) Assessment of Learning, London: Sage. Hogan, K. & Preesley, M. (1997) (Eds) Scaffolding Student Learning, Cambridge: Bookline Books James, M., Black, P., Carmichael, P., Conner, C. Dudley, P. & Fox, A. (2006) Learning How to Learn, London: Routledge. Kozulin, A. (1998) Psychological Tool, Cambridge: Harvard University Press. Madan, A. (2014) ‘Max Weber’s Critique of the Bureaucratization of education’, Contemporary Education Dialogue, 11(1), pp. 95-113. Natriello, G. (1987) ‘The Impact of Evaluation Processes on Students’, Educational Psychologist, vol. 22, no 2, pp. 155-175. Poehner, M. (2008) Dynamic Assessment, Springer. Shepard, L. (2000) ‘The role of Classroom Assessment in Teaching and Learning’, CSE Technical Report 517. Swaffield, S. (ed.) (2008) Unlocking Assessment. Understanding for reflection and application. London: Routledge. Stetsenko, A. (2017) The Transformative Mind. Expanding the Vygotsky’s Approach to Development and Education, New York: Cambridge University Press. Suggett, D. (1985). Guidelines for Descriptive Assessment. Melburne: VISE. Torrance, H. and Pryor, J. (1998) Investigating Formative Assessment, Maidenhead: Open University Press. Weber, M. (1922) Bureaucracy and Education, in Economy & Society. An Outline of Interpretive Sociology, Guenther Roth & Clauss Wittich (Eds.), Berkeley University, 1978, pp. 998-1003. Weeden, P., Winter, J. & Broadfoot, P. (2002) Assessment. What’s in it for Schools?, London: RoutledgeFalmer Wiliam, D. (2009) Assessing for learning: Why, What and How? London: Institute of Education, University of London.
Last Update
04-06-2021