Evaluation in Educational Process
| Title | Αξιολόγηση στην Εκπαιδευτική Διαδικασία / Evaluation in Educational Process |
| Code | ΥΚΔΓ-002 |
| Interdepartmental Programme | Languages, Communication and Management of Educational Services in modern social, economic and tech |
| Collaborating Schools | French Language and Literature Economics Philosophy and Education German Language and Literature |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Common | No |
| Status | Active |
| Course ID | 600012609 |
Programme of Study: Languages, Communication and Management of Educational Services in modern social, economic and tech
Registered students: 17
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Didaktikī tōn Glōssṓn kai Ekpaideutikés Technologíes se polýglōssa kai polypolitismiká perivállonta | Compulsory Module Courses | 2 | 1 | 8 |
| Academic Year | 2025 – 2026 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600282167
|
Course Type 2021
Specialization / Direction
Course Type 2016-2020
- Scientific Area
- Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
- Distance learning
Digital Course Content
Language of Instruction
- Greek (Instruction, Examination)
Prerequisites
General Prerequisites
-
Learning Outcomes
Upon successful completion of the course, students will have the following know-how:
Understand the Principles of Educational Evaluation: Grasp the fundamental theories and methodologies of evaluating educational systems.
Design Effective Evaluation Tools: Develop tools and methods for assessing various aspects of educational processes.
Analyze Educational Data: Acquire skills in interpreting and analyzing data from educational evaluations.
Ensure Validity and Reliability: Learn to ensure that evaluation methods are both valid and reliable.
Apply Ethical Considerations in Evaluation: Understand and apply ethical considerations in the evaluation of educational processes.
Evaluate Learning Outcomes: Gain proficiency in assessing student learning outcomes and educational achievements.
Implement Formative and Summative Assessments: Distinguish and apply formative and summative assessment strategies effectively.
Adapt Evaluation to Diverse Educational Contexts: Adapt evaluation strategies to suit various educational settings and learner needs.
Utilize Technology in Educational Evaluation: Incorporate modern technology and digital tools in the evaluation process.
Critically Reflect on Evaluation Practices: Develop the ability to critically reflect on and improve one's own evaluation practices.
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
- Respect natural environment
- 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)
Successive evaluations of learning, students, teachers, teaching practices and education systems.
Unit 1: Introduction
Unit 2: Evaluation of learning
Unit 3: Evaluation of learning (continuation)
Unit 4: Evaluation of students
Unit 5: Evaluation of students (continuation)
Unit 6: Evaluation of teachers
Unit 7: Evaluation of teachers (continuation)
Unit 8: Evaluation of teaching practices
Unit 9: Evaluation of teaching practices (continuation)
Unit 10: Evaluation of education systems
Unit 11: Evaluation of education systems (continuation)
Unit 12: Evaluation of education systems (continuation)
Unit 13: Revision of all units
Keywords
Assessment, education systems, Pedagogy, Didactics
Educational Material Types
- Notes
- Slide presentations
- Audio
- Multimedia
- Interactive excersises
- Book
- Distance Interaction
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
Moodle (Learning Management System)
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 26 | 1.0 | ✓ | ✓ | |
| Written assigments | 40 | 1.6 | ✓ | ✓ | ✓ |
| Exams | 4 | 0.2 | |||
| Interactive teaching-learning | 130 | 5.2 | ✓ | ✓ | |
| Total | 200 | 8 |
Student Assessment
Description
Continuous Assessment: All students are monitored during the execution of practical exercises (homework assignments, internet tasks). They regularly receive comments (oral or written) during the semester. Final assessment: written and/or oral exams at the end of the semester. Selection of the assessment criteria along with the students. The results of the continued and/or final assessment, as well as comments, appear on each student's personal page on the course web site.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Formative, Summative)
- Written Exam with Short Answer Questions (Formative, Summative)
- Written Exam with Extended Answer Questions (Formative, Summative)
- Written Assignment (Formative, Summative)
- Oral Exams (Formative, Summative)
- Performance / Staging (Formative, Summative)
- Written Exam with Problem Solving (Formative, Summative)
- Report (Formative, Summative)
- Participating in forums (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
-
Additional bibliography for study
Προτείνονται επιλεγμένες δικτυακές πηγές για κάθε επιμέρους θέμα που εξετάζεται στην πορεία του μαθήματος.
Επιπρόσθετη βιβλιογραφία για μελέτη:
Bachman, L. F. (1990). Fundamental Considerations in Language Testing. Oxford University Press, Oxford.
Baker, R. (1997). Classical Test Theory and Item Response Theory in Test Analysis. Special Report No. 2: Language Testing Update. Lancaster University, Department of Linguistics and Modern English Language.
Bonniol, J.-J., & Vial, M. (1997). Les modèles de l’évaluation. Textes fondateurs avec commentaires. De Boeck Université, Paris-Bruxelles.
Conseil de l’Europe, Division des Politiques Linguistiques. (2003). Relier les examens de langues au Cadre européen de référence pour les langues: Apprendre, enseigner, évaluer (Cadre européen commun de référence). Récupéré le 5 mai 2006, de http://culture2.coe.int/portfolio/documents/cadrecommun.pdf
Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, teaching, assessment, Companion Volume with new Descriptors. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989/
Cronbach, L.J. (1970). Essentials of psychological testing. Harper & Row, New York.
Hadji, Ch. (1997). L’évaluation démystifiée. ESF, Paris.
Henning, G. (1987). A guide to language testing: Development, evaluation, research. Heinle & Heinle, Boston.
Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. Journal of Online Learning and Teaching, 8(3), 198.
Li, H., Xiong, Y., Hunter, C. T., Guo, X., & Tywoniw, R. (2020). Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education, 45(2), 193–211. https://doi.org/10.1080/02602938.2019.1620679
Tsakiridou, H., & Polyzopoulou, K. (2014). Greek teachers’ attitudes toward the inclusion of students with special educational needs. American Journal of Educational Research, 2(4), 208-218.
Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness. Studies in Educational Evaluation, 45, 17-26.
Κωνσταντίνου, Ι. (2020). Περιγραφική αξιολόγηση και ελληνική σχολική πραγματικότητα. Παιδαγωγική επιθεώρηση, 35(66), 66-79. Ανακτήθηκε 4 Απριλίου 2023, από https://ojs.lib.uom.gr/index.php/paidagogiki/article/view/9624
Πίος, Σ. (2013). Αυτοαξιολόγηση εκπαιδευτικού έργου σε επίπεδο σχολικών μονάδων πρωτοβάθμιας εκπαίδευσης: απόψεις εκπαιδευτικού προσωπικού. Διεθνές Συνέδριο για την Ανοικτή & εξ Αποστάσεως Εκπαίδευση, 7(7B). DOI: https://doi.org/10.12681/icodl.629
Last Update
07-01-2024
