Assessment for Learning: A Way to Improve Continuously

Chianese, Gina

doi:10.1016/j.sbspro.2012.05.591

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…In the subject of actual validation and evaluation of IL, the majority of the literature proposes the existence of an evaluator in the form of a physical person or a committee who reviews the evidence provided [34,35,36,37].…”

Section: State Of the Artmentioning

confidence: 99%

Designing an informal learning support framework

Galanis

Mayol

Forment

et al. 2015

Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality

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Informal learning, alongside competence-based learning and learning outcomes is getting a lot of attention lately. A large number of countries and organizations are busy defining guidelines for validating and evaluating informal learning experiences and formalizing its outcomes. In a globalized society where technology has brought together different cultures and educational systems, managing to keep track of a learner´s competences is a daunting task, and especially when trying to take into account the competences acquired through informal means. We are proposing a framework to gather, organize, evaluate and showcase a user's informal learning using a largely social approach.

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Section: State Of the Artmentioning

confidence: 99%

Designing an informal learning support framework

Galanis

Mayol

Forment

et al. 2015

Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality

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“…It allows teachers to provide feedback to learning process, to monitor the development of the students, and to determine the students' improvements. Assessment for learning allows teachers to improve the students' performance through various activities, such as presentation, task, and project (Chappuis and Richard J. Stiggins, 2002;Sally, 2005;Taras, 2009;MacLellan, 2010;Wiliam, 2011;Chianese, 2012). The use of portfolio assessment and the use of scoring rubrics for performance assessments are both considered best practices in classroom assessment, of course, but they do not necessarily reflect the real-world evaluation of real-world tasks (Frey, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Characteristics of Assessment Instrument Model In Learning Indonesian Language

Ekoati¹,

Rakhman²,

Zulaeha³

et al. 2019

Proceedings of the Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August

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Assessment problems are still a major problem in the implementation of the 2013 curriculum even though they have been implemented for years. Based on several studies it is known that most teachers cannot design, develop instruments, implement, manage, report, utilize the results properly. The main difficulties experienced by teachers are formulating indicators, organizing instrument items, and making assessment instruments. Thus it is deemed necessary to develop an easy and applicable assessment instrument to help teachers make authentic assessments in learning Indonesian. The first step that must be done is to analyze the needs of teacher and student teachers. Preliminary surveys show that teachers and students need transparent and accountable assessment instrument models. The model can be used as a teacher's reference in conducting assessments. This model is expected to improve the competence of the 21st century: to think critically and solve problems, collaborate and communicate, and to enhance creativity. The characteristics of the model are concluded from the needs analysis carried out through survey, interview, and observation.

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