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 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.