Developing student-centered assessment for a postgraduate course designed for Basic Education Teachers
The Constructive Alignment theory, by Biggs, relies on students’ self-construction of meaning by relevant learning activities. To accomplish this goal, teachers have to align four essential elements: curriculum, Intended Learning Outcomes (ILOs), methodologies and assessment. In this paper, we descr...
| Main Authors: | , |
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| Format: | Article |
| Language: | Portuguese |
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Universidade Estadual Paulista Júlio de Mesquita Filho
2018-04-01
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| Series: | Revista Ibero-Americana de Estudos em Educação |
| Subjects: | |
| Online Access: | https://periodicos.fclar.unesp.br/iberoamericana/article/view/11447 |
| _version_ | 1818789896225030144 |
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| author | Daniel Guilherme Gomes Sasaki Sisko Mällinen |
| author_facet | Daniel Guilherme Gomes Sasaki Sisko Mällinen |
| author_sort | Daniel Guilherme Gomes Sasaki |
| collection | DOAJ |
| description | The Constructive Alignment theory, by Biggs, relies on students’ self-construction of meaning by relevant learning activities. To accomplish this goal, teachers have to align four essential elements: curriculum, Intended Learning Outcomes (ILOs), methodologies and assessment. In this paper, we describe an implementation of a constructively aligned postgraduate course on active learning methodologies for basic education teachers. The syllabus was comprised of four well-established active learning methods: Predict-Observe-Explain (POE), Peer Instruction (PI), Jigsaw and Six Thinking Hats (STH). Students had to plan, discuss in pairs, perform a real active lesson with their own pupils and observe and provide peer feedback to their colleague. Assessment was carried out as the following forms: self-reflection, active lesson plan, peer assessment and self-assessment and one summative form: active lesson report. Each assessment evaluated distinct skills related to both specifics ILOs and learning activities. The results reveal that aligned assessment fostered learning, encouraged self and peer reflection, improved teacher feedback and promoted an effective collaboration among students. |
| first_indexed | 2024-12-18T14:46:50Z |
| format | Article |
| id | doaj.art-763087be68d34d059122251b9cda45b7 |
| institution | Directory Open Access Journal |
| issn | 1982-5587 |
| language | Portuguese |
| last_indexed | 2024-12-18T14:46:50Z |
| publishDate | 2018-04-01 |
| publisher | Universidade Estadual Paulista Júlio de Mesquita Filho |
| record_format | Article |
| series | Revista Ibero-Americana de Estudos em Educação |
| spelling | doaj.art-763087be68d34d059122251b9cda45b72022-12-21T21:04:17ZporUniversidade Estadual Paulista Júlio de Mesquita FilhoRevista Ibero-Americana de Estudos em Educação1982-55872018-04-0113esp.110.21723/riaee.nesp1.v13.2018.114476608Developing student-centered assessment for a postgraduate course designed for Basic Education TeachersDaniel Guilherme Gomes Sasaki0Sisko Mällinen1Centro Federal de Educação Tecnológica Celso Suckow da Fonseca (CEFET-RJ)Tampere University of Applied Science (TAMK)The Constructive Alignment theory, by Biggs, relies on students’ self-construction of meaning by relevant learning activities. To accomplish this goal, teachers have to align four essential elements: curriculum, Intended Learning Outcomes (ILOs), methodologies and assessment. In this paper, we describe an implementation of a constructively aligned postgraduate course on active learning methodologies for basic education teachers. The syllabus was comprised of four well-established active learning methods: Predict-Observe-Explain (POE), Peer Instruction (PI), Jigsaw and Six Thinking Hats (STH). Students had to plan, discuss in pairs, perform a real active lesson with their own pupils and observe and provide peer feedback to their colleague. Assessment was carried out as the following forms: self-reflection, active lesson plan, peer assessment and self-assessment and one summative form: active lesson report. Each assessment evaluated distinct skills related to both specifics ILOs and learning activities. The results reveal that aligned assessment fostered learning, encouraged self and peer reflection, improved teacher feedback and promoted an effective collaboration among students.https://periodicos.fclar.unesp.br/iberoamericana/article/view/11447Student-centered AssessmentConstructive alignmentCompetence and skills evaluationActive learning. |
| spellingShingle | Daniel Guilherme Gomes Sasaki Sisko Mällinen Developing student-centered assessment for a postgraduate course designed for Basic Education Teachers Revista Ibero-Americana de Estudos em Educação Student-centered Assessment Constructive alignment Competence and skills evaluation Active learning. |
| title | Developing student-centered assessment for a postgraduate course designed for Basic Education Teachers |
| title_full | Developing student-centered assessment for a postgraduate course designed for Basic Education Teachers |
| title_fullStr | Developing student-centered assessment for a postgraduate course designed for Basic Education Teachers |
| title_full_unstemmed | Developing student-centered assessment for a postgraduate course designed for Basic Education Teachers |
| title_short | Developing student-centered assessment for a postgraduate course designed for Basic Education Teachers |
| title_sort | developing student centered assessment for a postgraduate course designed for basic education teachers |
| topic | Student-centered Assessment Constructive alignment Competence and skills evaluation Active learning. |
| url | https://periodicos.fclar.unesp.br/iberoamericana/article/view/11447 |
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