Difference between revisions of "ASSESSMENT"
(Created page with "mini|ASSESSMENT ===Pattern Origin=== This pattern is based on pattern 35: BEURTEILEN in "Schaufenster des Lernens" and was adapted for the ATS2020 Pattern...")
Latest revision as of 16:54, 30 May 2017
This pattern is based on pattern 35: BEURTEILEN in "Schaufenster des Lernens" and was adapted for the ATS2020 Pattern Wiki.
You are teaching in class with a focus not only on the subject area, but also on SUPPORTING TRANSVERSAL SKILLS. You are using the EPORTFOLIO approach and students document their learning process continuously, similar to an online learning journal.You are at the end of a learning cycle and want to check if the student has reached all pre-defined learning outcomes.
Give constructive FEEDBACK to the student's learning documentation and encourage meaningful peer-FEEDBACK among students. The feedback should be differentiated and could be given to a single artifact or to the whole EPORTFOLIO.
A prerequisite for giving and receiving good FEEDBACK is a common quality standard, which should be defined together at the start of the learning cycle. Based on the quality criteria a more objective and distinctive feedback can be given. The FEEDBACK should always start with a positive aspect, like described in the pattern FEEDBACK SANDWICH. Feedback could be given in an either written or spoken form.
A teacher from Lithuania used FEEDBACK in class through connecting students within the social network yammer. After an instruction stating quality standards, students produced their own podcasts and posted the restults on yammer. The students and put on headphones, listened to their classmates' podcasts and commented on it and/or clicked the "like"-Button. Read and see more about the ePortfolio learning scenario and its FEEDBACK-activities here.
- Vygotskii, L. (1978). Interaktion between learning and development. In: Mind in society. The development of higher psychological processes. Harvard University Press Cambridge, MA. p.90