A learning design to promote changes in teacher´s digital assessment practices

Authors

DOI: https://doi.org/10.6018/riite.625971
Keywords: Digital assessment, Competence, Teacher training, Learning design, Collaboration

Abstract

In this article, we present the design of an ongoing training course for teachers in non-tertiary education with the aim of promoting a change in their assessment practices towards digital assessment of competences from a sustainable assessment perspective. Using a qualitative approach, we analysed the interactions that took place in the different virtual forums, as well as the reports produced at the end by the participants. Our aim was to find out what the main challenges were for these teachers, while at the same time trying to understand which dimensions of the training process enabled the teachers involved to design and implement strategies for assessing competences using technology. We found that the participants' main difficulties were in changing the focus of the assessment, going beyond the mere assessment of knowledge, as well as in constructing appropriate rubrics for the assessment of competences. Important aspects of the training programme were i) the dimension of collaboration between peers, ii) flexibility in terms of the technologies to be used, considering different digital literacy profiles and iii) the creation and application of pedagogical strategies by the teachers during the training.

Downloads

Download data is not yet available.

References

Akkerman, S. F., & Bakker, A. (2018). Persons pursuing multiple objects of interest in multiple contexts. European Journal of Psychology of Education, 34(1), 1–24. https://doi.org/10.1007/s10212-018-0400-2

Amendola, D., & Miceli, C. (2018). Online peer assessment to improve students’ learning outcomes and soft skills. Italian Journal Educational Technology, 26(3), 71–84. https://doi.org/10.17471/2499-4324/1009

Bennett, L., & Ali Abusalem, A. (2024). Building Academic Integrity and Capacity in Digital Assessment in Higher Education. Athens Journal of Education, 11(1), 71-94. https://doi.org/10.30958/aje.11-1-5

Blanco, A. (coord.) (2009). Desarrollo y Evaluación de Competencias en Educación Superior. Narcea, S.A. de Ediciones

Boeskens, L., Nusche, D., & Yurita, M. (2020). Policies to support teachers’ continuing professional learning: A conceptual framework and mapping of OECD data. OECD Education Working Papers, No. 235, OECD Publishing, Paris. https://doi.org/10.1787/247b7c4d-en.

Bolivar, A. (2010). Competencias básicas y currículo. Editorial Síntesis, S.A.

Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167. https://doi.org/10.1080/713695728

Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3), 400-413. https://doi.org/10.1080/02602938.2015.1018133

Brookhart S. M. (2018). Appropriate Criteria: Key to Effective Rubrics. Frontiers in Education, 3, 3-22. https://doi.org/10.3389/feduc.2018.00022

Brooks, C., Carroll, A., Gillies, R. M., & Hattie, J. (2019). A Matrix of Feedback for Learning. Australian Journal of Teacher Education, 44(4), 1-32. http://dx.doi.org/10.14221/ajte.2018v44n4.2

Cano García, M. E. (2008). La evaluación por competencias en la educación superior. Profesorado. Revista de Currículum y Formación de Profesorado, 12(3), 1-16. https://revistaseug.ugr.es/index.php/profesorado/article/view/20503

Comissão Europeia – Direção Geral de Educação e Cultura (2007). Competências Essenciais para a Aprendizagem ao Longo da Vida - Quadro de Referência Europeu. https://op.europa.eu/en/publication-detail/-/publication/5719a044-b659-46de-b58b-606bc5b084c1/language-pt

Creswell, J. W. (2007). Qualitative Inquiry and Research Design – Choosing among five

approaches (2nd ed.). Sage Publications.

Goertzen, L., Schils, T., & Heeneman, S. (2023). Co-designing formative assessment practices: A collaboration between elementary school teachers and researchers to conceptualize and implement formative assessment as a unified practice. Teaching and Teacher Education, 134, Article 104306. https://doi.org/10.1016/j.tate.2023.104306

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487

Loureiro, P., & Gomes, M. G. (2023). Online Peer Assessment for Learning: Findings from Higher Education Students. Education Sciences, 13(3), 253 https://doi.org/10.3390/educsci13030253

Monsalve-Lorente, L., & Aguasanta-Regalado, M. E. (2020). Nuevas ecologías del aprendizaje en el currículo: la era digital en la escuela. Revista Latino-Americana de Tecnologia Educacional - RELATEC, 19 (1), 139-154. https://doi.org/10.17398/1695-288X.19.1.139

Romeu-Fontanillas, T., Guitert-Catasús, M., Raffaghelli, J-E, & Sangrà, A. (2020). Ecologías de aprendizaje para usar las TIC inspirándose en docentes referentes. Comunicar, 28(62) 31-42. https://doi.org/10.3916/c62-2020-03

Nicol, D. & Macfarlane, D. (2006). Formative Assessment and Self-Regulated

Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090

Nicol, D. (2021). The Power of Internal Feedback: Exploiting Natural Comparison Processes. Assessment & Evaluation in Higher Education, 46(5), 756–778. https://doi.org/10.1080/02602938.2020.1823314

OECD Directorate for Education, Employment, Labour and Social Affairs (2002). Definition and

Selection of Competences (DESECO): Theoretical and Conceptual Foundations. Strategy Paper. https://www.deseco.ch/bfs/deseco/en/index/02.html

OECD (2018). Education 2030: The Future of Education and Skills. Position paper.

http://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf.

Panadero, E., & Jönsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9(0), 129-144. https://doi.org/10.1016/j.edurev.2013.01.002

Panadero, E., Broadbent, J., Boud D. & Lodge, J. (2019). Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement. European Journal of Psychology of Education, 34, 535–557. https://doi.org/10.1007/s10212-018-0407-8

Rubia, B., & Guitert, M. (2014). Revolution in education: Computer support for collaborative learning. ¿La revolución de la enseñanza? El aprendizaje colaborativo en entornos virtuales. Comunicar, 42(21), 10-14. https://www.scipedia.com/public/Rubia_Guitert_2014a

Rusman, E., & Dirkx, K. (2017). Developing Rubrics to Assess Complex (Generic) Skills in the Classroom: How to Distinguish Skills’ Mastery Levels?. Practical Assessment, Research & Evaluation, 22(12), 1-9. https://eric.ed.gov/?id=EJ1165771

Silverman, D. (2010). Interpreting Qualitative Data – Methods for Analyzing Talk, Text and Interaction (3nd ed.). Sage Publications.

Valverde-Berrocoso, J. (2016). La investigación en Tecnología Educativa y las nuevas ecologías del aprendizaje: Design-Based Research (DBR) como enfoque metodológico. RIITE. Revista Interuniversitaria de Investigación en Tecnología Educativa, 0, 60-73 http://dx.doi.org/10.6018/riite/2016/257931

Published
01-12-2024
How to Cite
Pereira, A., & Oliveira, I. (2024). A learning design to promote changes in teacher´s digital assessment practices. RiiTE Interuniversity Journal of Research in Educational Technology, (17), 83–100. https://doi.org/10.6018/riite.625971
Issue
Section
ARTÍCULOS