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During 2009/2010, the current research was conducted with the aim of analysing student and teaching staff on regarding student participation in assessment. A content analysis of 76 subject outlines was carried out, and then 40 member of the teaching staff and 614 university students were surveyed. The results of the content analysis prove there is a shortage of information about and programming for student participation in assessment. Durante el curso 2009/2010 se llevó a cabo esta investigación con el objetivo de analizar la opinión y perspectiva que profesores y estudiantes universitarios tienen sobre la participación de estos últimos en el proceso de evaluación. Se realizó un análisis de contenido de 76 programas de asignaturas universitarias y se encuestaron mediante dos cuestionarios a 40 profesores y 614 estudiantes universitarios. Los resultados muestran una escasez de evidencias sobre la participación real de los estudiantes. Además, confirman opiniones divergentes entre docentes y estudiantes sobre los usos y las formas en las que se concreta esta participación activa en la evaluación.

This study aimed to explore university undergraduates’ experiences of student involvement in assessment (SIA). Based on Biggs’ 3P model of student learning, this study focused on students’ experiences prior to SIA, during SIA and after SIA in three Business and Management modules. Applying this framework, different practices of involving students in assessment (peer assessment, self assessment or self designed assessment) were studied from the perspectives of the students concerned. Unlike other studies that normally test to what extent the designed outcomes of SIA have been met, the goal of this research was to reveal the inside picture of how students were coping with those SIA tasks and their learning. This picture was outlined from students’ perceptions of SIA, the main factors that might influence students’ engagement with SIA, and students’ reflections on SIA practice in the particular module. This study adopted mixed research methods with sequential explorative design. It employed the ETLA (Environment of Teaching, Learning and Assessment) questionnaire and follow up semi-structured interviews. There were in total 251 valid questionnaire responses from students and 18 valid student interviews. The data were collected from three undergraduate Business and Management degree modules in which different strategies were used to involve students in assessment. The three innovative modules were all from Scottish universities in which assessment practices were being re-engineered by involving students in assessment. Two of the modules had participated in the REAP (Re-engineering Assessment Practice) project. However, they were different from each other in terms of the way in which they involved students in assessment and the level or extent of student involvement in assessment that was entailed. The report and analysis of the findings has taken three main forms. First, the module context including the teaching, learning and assessment environment and student learning approaches and satisfactions in the particular module were compared and analysed using the questionnaire data. The results showed a strong association between the elements in the teaching and learning environment and student learning approaches. They also indicated that the quality of teaching, feedback and learning support played significant roles in the quality of student learning. Secondly, an analysis of the interview data was undertaken to examine why and how students would learn differently in different module contexts with different SIA practices, and how students were coping with their learning in the SIA tasks concerned. In addressing these questions, students’ previous experiences in SIA, and knowledge about SIA, peers’ influence, teachers’ support and training for SIA, interaction between and among students and teachers, the clarity of the module objectives and requirements and learning resources were found to be the major factors that might influence students’ engagement in the SIA. Additionally, the salient learning benefits and challenges of SIA as perceived by students were explored. Thirdly, based on the preceding findings, the analysis of each module aimed to further consider in what way the three modules differed from each other with respect to SIA practices, and how students responded in the three different module contexts in terms of their engagement with SIA. These three forms of analysis made it possible to gain a rich understanding of students’ experiences of SIA that could also feed into a consideration of what kind of support the students might need in order to better engage them into the SIA and better prepare them for life-long learning.

Research in assessment for learning in the area of foreign language teaching for children in Brazil are moving forward very slowly (QUEVEDO-CAMARGO; SCARAMUCCI, 2018). Consequently, teachers’ assessment literacy is also insufficient given the circumstances of the increase of foreign language teaching for children from the first years of elementary school (TONELLI; QUEVEDO-CAMARGO, 2019). With that in mind, the objective of this study is to present the conceptions of assessment for learning and peer assessment and how they connect to each other. Yet, it is indicated the strengths and weaknesses from using the “Two stars and a wish” peer assessment in the Language Lab from a university from the north of Paraná State context, through a practical example applied in 2021remotely during the pandemics of Coronavirus. Lastly, I indicate suggestions to solve found problems. Keywords: Peer-assessment; English for children; Assessment for learning., As pesquisas em avaliação para a aprendizagem na área de ensino de línguas estrangeiras para crianças no Brasil ainda estão caminhando a passos lentos (QUEVEDO-CAMARGO; SCARAMUCCI, 2018). Como consequência, o letramento de professores nesta área também é insuficiente dadas as circunstâncias do aumento na oferta de ensino de línguas nos anos iniciais do Ensino Fundamental (TONELLI; QUEVEDO-CAMARGO, 2019). Com isso em mente, o objetivo deste estudo é apresentar as concepções de avaliação para a aprendizagem e avaliação por pares e como elas se conectam. Ainda, evidencia-se os pontos fortes e fracos da avaliação por pares “Two stars and a wish” no contexto do Laboratório de Línguas de uma universidade do norte do Estado do Paraná, através de um exemplo prático aplicado no ano de 2021 de maneira remota durante a pandemia do Coronavírus. Por fim, são apontadas sugestões para solucionar os problemas encontrados. Palavras-chave: Avaliação por pares; Língua inglesa para crianças; Avaliação para a aprendizagem.

This paper introduces the design and development of control system courses in an undergraduate program by using Project-Based Learning (PBL) when the curriculum uses Traditional Education. The paper presents a complete outline of control courses that takes into account the problem definition, project duration, support resources and student evaluation. In this approach, students are organized into teams to develop a project seeking to find the solution to a control problem. The approach is devoted to placing a professional challenge into the course, so students learn the topics while they solve the problem, and develop the transversal skills needed to face the new challenges of control. The approach uses the peer-assessment and self-assessment activities to evaluate abilities, knowledge, and observe the development of transversal skills. The impact of the proposed approach is evaluated by using a survey and observing the student performance. Aspects about the survey design and survey results are presented analyzing the contribution of the proposed approach to develop skills like teamwork, self-learning, problem solving and communication abilities. Este artigo apresenta a concepção e o desenvolvimento de cursos de sistemas de controle num programa de graduação usando a abordagem Project-Based Learning (PBL), quando o currículo usa educação tradicional. O artigo apresenta um esboço completo de cursos de controle que leva em conta a definição do problema, a duração do projeto, os recursos de apoio e avaliação do aluno. Nesta abordagem, os alunos são organizados em equipes para desenvolver um projeto destinado a encontrar a solução para um problema de controle. A abordagem é baseada na colocação de um desafio profissional ao curso, de modo que os alunos aprendem os tópicos, enquanto eles resolvem o problema e desenvolvem competências transversais necessárias para enfrentar os novos desafios de controle. A abordagem utiliza avaliação por pares e auto-avaliação das atividades para avaliar as habilidades, o conhecimento e observar o desenvolvimento de competências transversais.O impacto da abordagem proposta é avaliada por meio de pesquisa e observação do desempenho dos alunos. Aspectos sobre o projeto de pesquisa e os resultados da pesquisa são apresentados analisando a contribuição da abordagem proposta para desenvolver habilidades como trabalho em equipe, auto-aprendizagem a resolução de problemas e habilidades de comunicação.

This paper summarises the authors’ own teaching experiences from two large MSc-level courses taught as part of several international Master programmes related to Sustainable Energy Engineering, organized by the Department of Energy Technology at the Royal Institute of Technology (KTH) in Stockholm, Sweden. Some important hinders and obstacles to effective learning are presented and discussed, addressing especially certain challenges for the students and their effect on student performance. Observations have been made throughout several years of increasing demand for energy- and sustainability-related knowledge by ever larger student groups. The growing number of international students and the fact that many students are aiming at expanding their abilities by specialising in energy engineering without having the necessary background, as well as the fact that many students following certain non-engineering programmes focusing on environmental or sustainability issues need nevertheless to study also purely engineering courses, brings many positive characteristics to the blended student team but also displays serious challenges to the practical optimisation of the learning activities, the intended learning outcomes, the speed of advancement in knowledge, and the general quality of education for such a diverse group of students. Possible improvements and augmentations of the learning activities with the goal of finding solutions to these challenges on both a programme level and course level are proposed and subjected to testing in recent student batches. The expected results in terms of improved student performance, and the plausible further extension of this work, are introduced and analysed. QC 20120308

Correction of open answers questions is an heavy task as, in principle, all the students answers have to be graded. In this paper we give evidence of the possibility to reduce the teacher's workload on open questions questionnaires, by a module managing a rough constraint-based model of the students' decisions, involved in a peer-assessment task. By modeling students decisions we relate their competences on the topic (K) to their ability to judge (J) others' work and to the correctness (C) of their own (open) answer. The network of constraints and relations established among the above variables through the students' choices, allows us to constraint the set of possible values of the answers' correctness (C). Our system suggests what subset of the answers the teacher should correct, in order to narrow the set of hypotheses and produce a complete set of grades. The model is quite simple, yet sufficient to show that the number of required corrections is as small as half of the initial answers. In order to show this result, we report on an extensive set of simulated experiments which answer to three research questions: 1) is the method described able to deduce the whole set of grades with few corrections? 2) what set of parameters is best to run actual experiments? 3) is the model "robust" respect to simulations with high probability of random data?

During 2009/2010, the current research was conducted with the aim of analysing student and teaching staff on regarding student participation in assessment. A content analysis of 76 subject outlines was carried out, and then 40 member of the teaching staff and 614 university students were surveyed. The results of the content analysis prove there is a shortage of information about and programming for student participation in assessment. Durante el curso 2009/2010 se llevó a cabo esta investigación con el objetivo de analizar la opinión y perspectiva que profesores y estudiantes universitarios tienen sobre la participación de estos últimos en el proceso de evaluación. Se realizó un análisis de contenido de 76 programas de asignaturas universitarias y se encuestaron mediante dos cuestionarios a 40 profesores y 614 estudiantes universitarios. Los resultados muestran una escasez de evidencias sobre la participación real de los estudiantes. Además, confirman opiniones divergentes entre docentes y estudiantes sobre los usos y las formas en las que se concreta esta participación activa en la evaluación.

In deze bijdrage een terugblik op het deelproject ‘toetsing en begeleiding bij IMTO’. Ik begin met een korte beschrijving van de begeleiding bij IMTO. Daarna ga ik in op de uitvoering van en het onderzoek naar peer- en self-assessment in IMTO. Twee assessmentmethoden die de mogelijkheid in zich hebben om de begeleiding minder intensief te maken, maar ook assessmentmethoden waarvan bleek dat die niet van vandaag op morgen in te voeren zijn. Deze bijdrage omvat de periode van IMTO-1 tot aan IMTO-5. In de discussie geef ik mijn huidige opvatting over het leren van de onderzoekscompetentie.

In deze bijdrage een terugblik op het deelproject ‘toetsing en begeleiding bij IMTO’. Ik begin met een korte beschrijving van de begeleiding bij IMTO. Daarna ga ik in op de uitvoering van en het onderzoek naar peer- en self-assessment in IMTO. Twee assessmentmethoden die de mogelijkheid in zich hebben om de begeleiding minder intensief te maken, maar ook assessmentmethoden waarvan bleek dat die niet van vandaag op morgen in te voeren zijn. Deze bijdrage omvat de periode van IMTO-1 tot aan IMTO-5. In de discussie geef ik mijn huidige opvatting over het leren van de onderzoekscompetentie.

Aim Effective assessment of motor skills in large-size classes is a challenge in medical education. This case-study investigates whether a game can be considered a valid tool for the summative assessment of first aid and basic life support skills. Methods Using a traditional exam as bench-mark, a board game format was experimentally trialed to assess students' competency after taking a first aid course. Fifty-five students were randomly assigned to two groups. Two assessments, a game-based assessment and a traditional test, consisting of a paper-and-pencil test in combination with a skill assessment, were applied to both groups in opposite order. In both formats students acted as judges of other students' efforts. In the game, the student's outcome was equal to the number of cards collected by answering questions correctly as deemed by peers. Similarities between both assessment types included individual testing, type of assessor (peers), content, type of questions and demonstrations, and the use of checklists for skill assessment. The assessment methods differed in format (written or oral test, both in combination with skill assessment) and feedback availability. Results Both groups performed equally in the game-based assessment as well as in the traditional test, in spite of the opposite order of the assessments. No significant difference was found between the mean scores on the game-based assessment and the traditional test. Conclusions These data suggest that use of a game format for assessment purposes may provide an effective means of assessing students' competence at the end of a practical course.

This article presents the results of the second stage of a continuous research in which the authors are trying to establish the extent to which the Teaching Practice Course fulfils its role in developing teaching competences and student-teacher self-awareness. The research was initiated with the first generation of fifth-year students studying by the Bologna standards in the Integrated Undergraduate and Graduate University Programme of Study of Primary Education and the English Language at the Faculty of Teacher Education in Zagreb. The first stage of the research, conducted in 2010, aimed primarily at evaluating the effect of the course, related especially to its role in developing teaching competences. However, the findings of this stage prompted the authors not only to modify certain aspects of the course, which proved problematic for students, but also to make an attempt at clarifying the quality and quantity of the influence of the course on developing student- teacher self-awareness. In the analysis, emphasis has been given to the opinions students offered in their Teaching Practice reports and to students' self-assessment made on the basis of the European Portfolio for Student Teachers of Languages (Newby, Allan, Fenner, Jones, Komorowska, & Soghikyan, 2007). Also, during the initial and final sessions of the course, students completed identical self-assessment questionnaires, which were analysed statistically. The analysis of the three instruments established that the Teaching Practice Course had a significant influence on student-teacher self-awareness. The analysis also revealed that the modifications made to the course proved adequate, which enabled the second generation of students studying by the Bologna standards to achieve the expected learning outcomes to a greater degree.

En esta comunicación presentamos los cambios introducidos en el sistema de evaluación de la asignatura Análisis de Datos en la Investigación Educativa (2º curso de la licenciatura de Pedagogía), que van dirigidos a completar y enriquecer la evaluación que tradicionalmente se viene haciendo en la materia, promoviendo su dimensión formativa y su aplicación en otros momentos del proceso de enseñanza-aprendizaje (evaluación inicial y continua). Asimismo, se fomenta la participación del alumno en la evaluación de su aprendizaje, a través de la autoevaluación y de la evaluación entre compañeros/as. Este último aspecto, la participación del alumnado en la evaluación, ha sido considerado un aspecto clave para mejorar el aprendizaje en esta materia, pues al convertirse en (co)- evaluadores/as, los/as alumnos/as desarrollan competencias meta-cognitivas de gran utilidad para mejorar los procesos de aprendizaje. Para promover un mejor conocimiento del sistema de evaluación por parte de los/as estudiantes, se ha diseñado una Guía de Evaluación cuya finalidad es orientarles en el proceso evaluador, en sus diferentes dimensiones, momentos e instrumentos, potenciando la implicación y participación del alumnado. Un apartado clave de la guía es el relativo a los criterios de evaluación y su relación con las competencias a desarrollar en la materia. La guía ayuda al/la estudiante a identificar estos criterios en la resolución de problemas específicos, de forma que pueden valorar hasta qué punto se cumplen o no en sus ejecuciones. Otra aportación reside en los numerosos ejemplos que presenta, tanto de las pruebas que se usan para la evaluación y calificación, como de otros procedimientos destinados a la evaluación inicial y continua en la materia. La comunicación se centra en el diseño del sistema de evaluación realizado durante el curso 2008/09, ya que la aplicación del mismo y un avance de sus resultados se presentan en otra comunicación a este mismo congreso. This paper presents the set of changes inserted in the learning assessment system in Data Analysis in Educational Research, a second-year subject in the Degree in Pedagogy. Such changes try to make assessment a more complete and richer process by promoting its formative dimension as well as its extension to other different moments in the learning process (initial and continuous –and not only final- assessment). Also, students’ participation in their learning assessment is fostered by putting into action self-assessment and peer assessment. To improve students’ learning in the subject, their participation in the assessment has been considered as a key issue. When students become (co-)assessers, they develop metacognitive competences useful in the learning process. An Assessment Guide has been designed in order to provide students’ guidance through the assessment process and its different dimensions, moments and instruments. This way, students’ implication and participation in their learning assessment are promoted. The guide has a section devoted to assessment criteria, which relates these criteria with the competences that the subjet tries to develop. The guide helps the students to identify the assessment criteria in the problem-solving process, so that they can value to which extent they meet the criteria in their performance. Another interesting contribution of the guide is the many examples that are given, both of the tests that teachers use for assessment and mark, and the strategies for inicial and continous assessment. This paper focuses on the design of the new assessment system as well as the Guide and the instruments necessary to put it into practice, whereas its application and results are presented in another paper to this Conference.

Beliefs about the validity and merit of self‐, peer‐ and group‐assessment practices are presented from 213 pre‐service primary teachers and 30 staff who teach them. Both groups were surveyed using comparable items. A subset of seven staff participated in semi‐structured interviews. Staff were far more supportive of peer‐ and self‐assessment practices than their students with both groups indicating modest support for group assignments. While pedagogical factors best represent the staff support for engaging students in assessment of their own and their peers’ work, several staff in interviews revealed that their high level of support for peer‐assessment was closely linked to a time‐saving factor. Peer‐assessment was more often used than self‐assessment while both practices were reported to have increased over the past two to three years. These findings are consistent with the reported increase in participative assessment practices in higher education generally. An important implication of this research is that in order to optimise the use of participative assessment, staff need to better prepare their students by modelling and communicating their reasons for adopting such practices.

The Common European Framework is aimed at bringing the learner back to the centre of the teaching-learning process. As teachers, we should become helping tools intended to raise the learner’s awareness of their own potential. Within this framework, self-assessment gains more importance that it has been usually given to. Quite surprisingly, however, peer-assessment1 is hardly ever mentioned in the CEF. This paper is aimed at exploring the use of peer-assessment in the ESL classroom while describing and analysing a three-month project., El Marco Común Europeo tiene como objetivo situar al estudiante en el centro del proceso de aprendizaje. Como profesores, deberíamos convertirnos en herramientas destinadas a despertar la conciencia del alumno sobre su propio potencial. En este marco, la auto-evaluación adquiere mayor importancia de la que se le ha dado normalmente. Sorprendentemente, sin embargo, la evaluación por pares apenas si es mencionada en el Marco Común Europeo. Este artículo pretende explorar el uso de la evaluación por pares en la clase de inglés como segunda lengua además de describir y analizar un proyecto práctico que ha tenido lugar durante tres meses.

The paper deals with the assessment of young learners in primary classess with particular reference to informal ways of assessment such as self- and peer-assessment and portfolio assessment as important parts of the Common European Framework of reference for Languages, the document which served as one of the starting points for developing the European Language Portfolio and the language part of the Croatian National Educational Standards. I gives an overview of traditional tests and performance-based tests, emphasizing the need for all teaching and learning to be meaningful and productive. Furthermore, it promotes the use of the portfolio as an informal way of assessment which could help learners and teachers to make the process of classroom assessment more flexible and easier to apply.

İNGİLİZCE ÖĞRENEN İLKÖĞRETİM ÖĞRENCİLERİNİNDEĞERLENDİRME SÜRECİNE BAKIŞ AÇILARI: SÜREÇ Mİ? SONUÇ MU?İlyas Çağlar DOĞANDEREÖZETİngiliz dili eğitimi metodolojisindeki son eğilimler dil öğretmenlerini sınıftasıklıkla kullandıkları yöntemlerle uyumlu alternatif değerlendirme yolları aramayazorlamıştır. Bu çalışmanın hedefi İngilizce öğrenen çocukların süreç odaklıdeğerlendirme yolları ve sonuç odaklı değerlendirme yolları yoluyla değerlendirmeyeolan bakış açılarını araştırmaktır. Dönem boyunca katılımcıların süreç ve sonuç odaklıdeğerlendirme arasındaki farkı ayırt etmelerine yardım etmek için portfolyodeğerlendirmesi ve geleneksel kalem-ve-kâğıt sınavları kullanıldı ki bu onların konuüzerindeki fikirlerini şekillendirecekti.Bu çalışma Düzce ilinde bir devlet okulundaki 4., 5., 6. ve 7. sınıflardan 150öğrenci ile gerçekleştirilmiştir. Veriler 21 maddeden oluşan bir öğrenci anketi ve biröğrenci mülakatından elde edilmiştir.Öğrenci anketi ve öğrenci mülakatından elde edilen verilerin analizi çocuklarınsürece dayanan değerlendirmeye olumlu tavırlarının olduğunu göstermiştir. Fakat 7.sınıf öğrencilerinin bazılarının portfolyo değerlendirmesine 8. sınıf sonunda gireceklerisınav sebebi ile karşı oldukları bulunmuştur. Ayrıca, süreç boyu kayıt tutmayı teşvikeden alternatif bir değerlendirme olan akran değerlendirmesi de bazı öğrencilercearkadaşlarının kendileri hakkındaki yorumları cesaret kırıcı olabildiği için eleştirilmiştir.Bu çalışmadan elde edilen bulgular, dil öğretmenlerinin gelenekseldeğerlendirme araçlarına ek olarak sınıfta öğrencilerinin bütün performansını dikkatealarak öğrencilerini süreç boyu değerlendirmeleri için alternatif değerlendirmeyollarından da faydalanmalarını önermektedir. Ayrıca, çalışmada ortaöğretim okullarıiçin öğrenci seçmek amacı ile yapılan merkezi sınavın İngiliz dili öğretiminigüçleştireceği vurgulanmaktadır, çünkü sınav İngilizce sorulara yer vermediği içinöğrenciler sınava çalışmanın İngilizce öğrenmekten daha önemli olduğunu hissedebilir.Key Words (Turkish): Süreç bazlı değerlendirme, Sonuç bazlı değerlendirme,Portfolyo değerlendirmesi, Akran değerlendirmesi, Özdeğerlendirmeİlyas Çağlar Doğandere, Yüksek Lisans Tezi, 2006 PERSPECTIVES OF YOUNG LEARNERS OF ENGLISH TOWARDSASSESSMENT: FORMATIVE or SUMMATIVE?İlyas Çağlar DOĞANDEREABSTRACTThe recent trends in English Language Teaching methodology have forcedlanguage teachers to look for alternative ways of assessment that would be compatiblewith the methods frequently used in the classroom. The objective of the present study isto investigate the perspectives of young learners of English towards assessment throughformative or summative ways. Portfolio assessment and traditional paper-and-pencilexams were used throughout the term to help the participants differentiate betweenformative and summative assessment, which would form their opinions on the issue.The present study was carried out with 150 primary school students from the 4th,5th, 6th, and 7th grades in a public primary school in the province of Duzce. The data wasobtained through a learner questionnaire composed of 21 items and a learner interview.The analysis of the data elicited from the learner questionnaire and interviewswith the participants demonstrated that young language learners have positive attitudestowards formative assessment. However, it was found that some of the participants fromthe 7th grade are against portfolio assessment due to the exam they will take at the endof the 8th grade. Furthermore, peer-assessment as an alternative way of assessment thatfosters ongoing record-keeping is criticized by learners as their peers? comments ontheir portfolios may be discouraging for them.The findings from the study suggest that language teachers make use ofalternative ways of assessment in addition to traditional assessment tools so that theycan assess their learners on a continuous basis by taking into account the wholeperformance of their learners in the classroom. Besides, it is stated in the study that acentral examination to select students for high schools may hamper English languageteaching, for learners may feel that studying for the exam is much more important thanlearning English since it does not include questions in English.Key Words (English): Formative assessment, Summative assessment, Portfolioassessment, Peer-Assessment, Self-assessmentİlyas Çağlar Doğandere, MA Thesis, 2006 88

High school students (N=336 ; 67% females) were asked to assess themselves and their peers on questionnaire measuring shyness and assertiveness (Zarevski & Vukosav, 1997). Factor analysis clearly differentiates self-resports on these constructs. Peer-assessments show less clear differentiationbetween shyness and assertiveness and presence of a strong halo-effect. Namely, the ratio between 1st and 2nd Eigen value extracted from correlation matrix with items measuring shyness and assertiveness is much greater for peer-assessments than for self-reports (in female sample variances explained with first two Eigen values for peer reports were 23%:6% and for self-reports 14%:10% for males respective values were 27%:7% and 14%:7%). The strong halo-effect in peer-assessments is also reflected in high internal homogeneity. Correlations between self-ratings and peer-assessments are higher for shyness (rfemale =.37, rmale=.35) than assertiveness (rfemale=.31, rmale=.20).

Dit rapport is één van de producten van programmalijn 1 in fase 4 van het Developmentprogramma. In fase 4 liepen er binnen deze programmalijn vier deelprojecten, waarvan het huidige gericht was op de ontwikkeling van een beslismodel voor het inzetten van assessment. De term assessment wordt hierbij gebruikt als verzamelterm voor allerlei vormen van toetsing. De doelstelling van het Developmentprogramma (Projectplan, 1998) werd oorspronkelijk als volgt geformuleerd: - het realiseren van een geïntegreerde elektronische leeromgeving, als instrumentarium voor studenten en docenten - met het oog op het implementeren van een innovatieve onderwijsaanpak, met name, competentiegericht onderwijs (CGO). CGO werd daarbij omschreven als een onderwijsaanpak die verschillende vormen aan kan nemen. In de eindrapportage 1ste fase (Koper, e.a., 1998) wordt niettemin een eigen didactische aanpak voor CGO naar voren geschoven, namelijk competentieleren dat verloopt via studietaken. In de ‘Eindrapportage deelproject onderwijsaanpak - Didactische scenario’s’ (Manderveld, e.a., 1999), wordt als belangrijkste verschil tussen CGO en traditioneel onderwijs vermeld: de toetsing en de docent- en studentgerichtheid. Bij traditioneel onderwijs richt de toetsing zich hoofdzakelijk op het afzonderlijk toetsen van kennis en vaardigheden en is het onderwijs sterk docentgestuurd. In CGO geldt dat de toetsing geïntegreerd is in het leerproces (en vaak samenvalt met de uitvoering van de opdrachten) en dat onderwijs en toetsing meer studentgestuurd zijn (product- en procesbeoordeling en vormen van peer- en self-assessment). Ook de rol van toetsing is anders, niet louter beoordelend of certificerend, maar ook een didactische rol: monitoring van het leerproces. Anderzijds wordt ook vermeld dat er verschillende (klassieke) toetsvormen zijn die goed aansluiten bij competentiegericht leren, mits de nodige aanpassingen hierop plaatsvinden. Het bovenstaande leidt tot allerlei vragen over de inzet van toetsing of assessment. Bijvoorbeeld, wanneer en waarom kiezen voor een meer klassieke vorm van toetsing en wanneer meer aandacht besteden aan product- of procesaspecten in de toetsing? Wat zijn de voor- en nadelen van het inzetten van peer- en self-assessment? Levert het gelijktijdig gebruiken van een toets als middel voor beoordeling en als middel voor het bijsturen van het leerproces geen verwarring op? In het huidige rapport en beslismodel wordt gepoogd op dergelijke vragen een antwoord gegeven. De vragen waar het hier om gaat betreffen beslissingen die vooraf gaan aan het daadwerkelijk modelleren van onderwijs in EML. Het beslismodel dient ter ondersteuning van de ontwerper en inhoudsdeskundige bij het maken van een onderbouwde keuze voor een bepaalde toetsvorm bij een bepaald stuk onderwijs. In de literatuur is de sterk sturende werking van assessment op het leergedrag van studenten bekend. Hiernaar wordt vaak verwezen als het ‘WYTIWYG-principe’: What you test is what you get. Wat er getoetst wordt heeft een directe invloed op wat en hoe studenten leren. Kiezen voor een passende assessmentmethode is dan ook een essentiële vraag bij het ontwerpen van onderwijs. In het huidige rapport is als eerste een overzicht opgenomen met definities en trends in assessment (paragraaf 1). Hierbij is gebruik gemaakt van zowel wetenschappelijke literatuur als vakliteratuur. De algemene trends in assessment worden geïllustreerd met een aantal voorbeelden van praktische implementaties. Paragraaf 1 mondt uit in een indeling van toetsvormen (paragraaf 2). De keuze voor de indeling is gebaseerd op het principe dat deze functioneel moet zijn ten aanzien van het beslismodel. Daarna volgt een analyse van de onderscheiden assessmentvormen met behulp van twee ‘instrumenten’, te weten vijf basisvragen en acht kwaliteitscriteria (paragraaf 3 en 4). Deze analyse vormt het fundament voor het uiteindelijke beslismodel (paragraaf 5). Het beslismodel vormt het sluitstuk van dit rapport, en zou in een vervolgtraject kunnen worden uitgewerkt tot een geautomatiseerd programma.

Dit rapport is één van de producten van programmalijn 1 in fase 4 van het Developmentprogramma. In fase 4 liepen er binnen deze programmalijn vier deelprojecten, waarvan het huidige gericht was op de ontwikkeling van een beslismodel voor het inzetten van assessment. De term assessment wordt hierbij gebruikt als verzamelterm voor allerlei vormen van toetsing. De doelstelling van het Developmentprogramma (Projectplan, 1998) werd oorspronkelijk als volgt geformuleerd: - het realiseren van een geïntegreerde elektronische leeromgeving, als instrumentarium voor studenten en docenten - met het oog op het implementeren van een innovatieve onderwijsaanpak, met name, competentiegericht onderwijs (CGO). CGO werd daarbij omschreven als een onderwijsaanpak die verschillende vormen aan kan nemen. In de eindrapportage 1ste fase (Koper, e.a., 1998) wordt niettemin een eigen didactische aanpak voor CGO naar voren geschoven, namelijk competentieleren dat verloopt via studietaken. In de ‘Eindrapportage deelproject onderwijsaanpak - Didactische scenario’s’ (Manderveld, e.a., 1999), wordt als belangrijkste verschil tussen CGO en traditioneel onderwijs vermeld: de toetsing en de docent- en studentgerichtheid. Bij traditioneel onderwijs richt de toetsing zich hoofdzakelijk op het afzonderlijk toetsen van kennis en vaardigheden en is het onderwijs sterk docentgestuurd. In CGO geldt dat de toetsing geïntegreerd is in het leerproces (en vaak samenvalt met de uitvoering van de opdrachten) en dat onderwijs en toetsing meer studentgestuurd zijn (product- en procesbeoordeling en vormen van peer- en self-assessment). Ook de rol van toetsing is anders, niet louter beoordelend of certificerend, maar ook een didactische rol: monitoring van het leerproces. Anderzijds wordt ook vermeld dat er verschillende (klassieke) toetsvormen zijn die goed aansluiten bij competentiegericht leren, mits de nodige aanpassingen hierop plaatsvinden. Het bovenstaande leidt tot allerlei vragen over de inzet van toetsing of assessment. Bijvoorbeeld, wanneer en waarom kiezen voor een meer klassieke vorm van toetsing en wanneer meer aandacht besteden aan product- of procesaspecten in de toetsing? Wat zijn de voor- en nadelen van het inzetten van peer- en self-assessment? Levert het gelijktijdig gebruiken van een toets als middel voor beoordeling en als middel voor het bijsturen van het leerproces geen verwarring op? In het huidige rapport en beslismodel wordt gepoogd op dergelijke vragen een antwoord gegeven. De vragen waar het hier om gaat betreffen beslissingen die vooraf gaan aan het daadwerkelijk modelleren van onderwijs in EML. Het beslismodel dient ter ondersteuning van de ontwerper en inhoudsdeskundige bij het maken van een onderbouwde keuze voor een bepaalde toetsvorm bij een bepaald stuk onderwijs. In de literatuur is de sterk sturende werking van assessment op het leergedrag van studenten bekend. Hiernaar wordt vaak verwezen als het ‘WYTIWYG-principe’: What you test is what you get. Wat er getoetst wordt heeft een directe invloed op wat en hoe studenten leren. Kiezen voor een passende assessmentmethode is dan ook een essentiële vraag bij het ontwerpen van onderwijs. In het huidige rapport is als eerste een overzicht opgenomen met definities en trends in assessment (paragraaf 1). Hierbij is gebruik gemaakt van zowel wetenschappelijke literatuur als vakliteratuur. De algemene trends in assessment worden geïllustreerd met een aantal voorbeelden van praktische implementaties. Paragraaf 1 mondt uit in een indeling van toetsvormen (paragraaf 2). De keuze voor de indeling is gebaseerd op het principe dat deze functioneel moet zijn ten aanzien van het beslismodel. Daarna volgt een analyse van de onderscheiden assessmentvormen met behulp van twee ‘instrumenten’, te weten vijf basisvragen en acht kwaliteitscriteria (paragraaf 3 en 4). Deze analyse vormt het fundament voor het uiteindelijke beslismodel (paragraaf 5). Het beslismodel vormt het sluitstuk van dit rapport, en zou in een vervolgtraject kunnen worden uitgewerkt tot een geautomatiseerd programma.

[ES] Las aportaciones que se presentan en este artículo parten de la experiencia de los autores a lo largo de los últimos años, en los que han trabajado en colaboración con un gran número de profesores universitarios de las diferentes ramas de conocimiento. Se presenta, en primer lugar, una reflexión en torno a la necesidad de ir estableciendo un lenguaje común que permita al profesorado de Educación Superior compartir las experiencias e innovaciones de una forma clara, eficaz, eficiente y que puedan ser fácilmente intercambiables y comunicadas. En segundo lugar, se centra la atención en dos aspectos que en estos últimos años están acaparando la atención del profesorado con la intención de introducir innovaciones en la actividad evaluadora: a) las innovaciones en torno a la distribución del poder de la evaluación, con la incorporación de estrategias evaluativas que faciliten la participación, tales como la autoevaluación, la evaluación entre iguales o la coevaluación; y b) las relacionadas con la incorporación y uso de las tecnologías de la información y la comunicación, presentando algunos recursos que el profesorado podrá utilizar para mejorar su competencia evaluadora, partiendo de la base de que un aprendizaje sostenible exige una evaluación sostenible, y ello sólo se producirá si el profesorado se transforma en facilitador que pone los medios para que sean los estudiantes quienes se apropien de su proceso de aprendizaje., [EN] The contributions presented in this article are based on the experience of the authors. In recent years, the authors have been working in collaboration with university teachers of different branches of knowledge. This paper presents a reflection about the need to establish a common language and terminology to facilitate a clear, effective and efficient communication and transfer of experiences and innovation. Secondly, it focuses on two aspects highly valued by teachers regarding innovation and assessment: a) innovation concerning the distribution of the power of assessment, introducing alternative strategies to promote participation such as self-assessment, peer-assessment and coassessment; and b) those aspects related with the incorporation and use of ICT. Some resources that might be useful to improve the assessment competence of teachers are presented. Those resources aresed on sustainable learning and assessment, however, these will only occur in if teachers become facilitators to promote students ownership of their learning process.

Modern engineering programs have to address rapidly changing technical content and have to enable students to develop transferable skills such as critical evaluation, communication skills and lifelong learning. This paper introduces a combined learning and assessment activity that provides students with opportunities to develop and practice their soft skills, but also extends their theoretical knowledge base. Key tasks included self directed inquiry, oral and written communication as well as peer assessment. To facilitate the SPIDER activities (Select, Prepare and Investigate, Discuss, Evaluate, Reflect), a software tool has been implemented in the learning management system Moodle. Evidence shows increased student engagement and better learning outcomes for both transferable as well as technical skills. The study focuses on generalising the relationship between learning outcomes and assignment tasks as well as activities that drive these tasks. Trail results inform the approach. Staff evaluations and their views of assignments and intended learning outcomes also supported this analysis.

[ES] El Espacio Europeo de Educación Superior propone cambios sustanciales en los modelos pedagógicos y en los roles del profesorado y del alumnado. El objetivo de la formación universitaria se concreta en el logro de las competencias profesionales. Esto conlleva transformaciones en las estrategias y procedimientos de evaluación de los aprendizajes. Este trabajo presenta los resultados de una innovación en la evaluación de los aprendizajes universitarios con portafolios electrónicos. La incorporación de metodologías activas, con apoyo de las Tecnologías de la Información y la Comunicación para favorecer un aprendizaje activo, exigen cambios en los métodos de evaluación. Presentamos una experiencia de aplicación de portafolios electrónicos. Destacamos su rol en el desarrollo de competencias metacognitivas y reflexivas. Los resultados muestran una valoración positiva en la adquisición de competencias por el alumnado, tanto en la comprensión de los propósitos y procesos del aprendizaje como en el logro de las competencias planificadas., [EN] The European Higher Education Area proposes important changes in the instructional models and teachers’ and students’ roles. The Higher Education main aim is to acquire professional competences. This implies changes into strategies and procedures to learning assessment at the university level. This work presents results derived of an innovation in assessment of the university learning with e- portfolio. A new use of active methodologies, with Information and Communication Technologies in order to promote an active learning, requires changes into evaluation methods. We present an application experience of e-portfolio. We emphasize its role in the development of metacognitive and reflexive competences. The results show a positive appraisal in the acquisition of competences by the students, so much in the comprehension of the purposes and processes of the learning as in the achievement of the competences planned.

For education to be improved, there must be some indications of the efficiency in its developmental stages toward the ultimate objectives. In educational settings, the outcomes have traditionally been evaluated by authorities, i.e. by teachers themselves. Nowadays, parallel with the developments in teaching whereby students are seen as having more control over their own learning, the task of evaluation too is assigned to the students. In the present research, the effect of self- and peer-assessment was studied on Iranian university EFL students’ course achievement. The participants (19 and 21 students in self- and peer-assessment groups, respectively, and all from Urmia University) were pretested on their current Teaching Methods knowledge (based on Techniques and Principles in Language Teaching , Larsen-Freeman, 2006). After receiving relevant instruction and training, while the peer-assessment group was engaged in peer-assessment activities for four sessions, the self-assessment group was busy with self-assessment tasks. An achievement post-test (with phi dependability index of .90) was used to gauge performance differences at the end of the course. The application of ANCOVA indicated that the peer-assessment group outperformed the self- assessment group significantly, F(1,37) = 7.13, P = .01 . Further findings and implications are discussed in the paper.

Background To enhance the non-technical skills (NTS) assessment literature by developing a reliable and valid peer and self-assessment tool for NTS in a simulated ward setting to include emotional reactions: the Temporal Rating of Emergency Non-Technical skills (TRENT) Index. The paper aims to document (1) the psychometric properties of the TRENT index (e.g., reliability, idiosyncrasy biases) and (2) its validity in terms of performance-emotional associations in the high fidelity simulated ward environment. Methods Two samples of doctors (Ns =150 & 90) taking part in emergency simulations provided both self and peer-assessment of NTS, with the second sample also providing self-assessments of mood. The psychometric properties of the TRENT were explored for self- and peer-assessment, and pre- and post-simulation environment mood was used to assess validity. Results A psychometrically reliable and valid 5-factor assessment of NTS was developed. While there was evidence for both intra-rater and inter-rater reliability, inter-rater idiosyncrasy was also observed. Self-rated, but not peer-rated, negative performance was positively associated with post simulation negative mood. Conclusion These are the first results that pertain to inter-, intra-rater reliability as well as idiosyncratic biases in NTS assessment and the first to show that simulator performance can influence mood after assessment. Potential clinical carry-over effects of mood are discussed. Electronic supplementary material The online version of this article (doi:10.1186/s12909-014-0240-y) contains supplementary material, which is available to authorized users.

According to the rapid changes in our life styles and in order to cope with the new requirements for modern learning settings and activities, several applications have been developed to provide our modern society with these learning settings. E-assessment as a main part of e-learning has been affected by these new settings and new aspects such as peer assessment have become more and more important. In this paper, we will present a computer-assisted peer assessment system that can be used to improve the learning process. An overall architecture will be presented and an experiment has been conducted. First findings will be discussed and future work will be mentioned.