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Tinoca & oliveira   promoting formative assessment in online professional development
 

Tinoca & oliveira promoting formative assessment in online professional development

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    Tinoca & oliveira   promoting formative assessment in online professional development Tinoca & oliveira promoting formative assessment in online professional development Presentation Transcript

    • Promoting formative assessment in onlineprofessional development Luís Tinoca1 & Isolina Oliveira2 1 Institute of Education, University of Lisbon 2LE@D, Universidade Aberta Earli SIG 11 Teaching and Teacher Education conference , Bergen June 2012
    • AgendaThe context – online professionaldevelopmentE-assessment challengePreliminary resultsDiscussion
    • A pedagogical model foronline education (Pereira et al., 2007) Flexibility Student-centered learning Interaction Digital inclusion
    • An illustration of the proposed pedagogical model
    • CUP Timeline TEACHERF F E F E F P F F F STUDENT Formative Activities E e-folios F Instructor moderated forums F Student moderated forums Curricular Unit Plan P p-folioCUP
    • The e-folio“is a short digital document elaborated by thestudent and published online to be visualized bythe teacher, and should clearly demonstrate thatthe student acquired or developed a givencompetence” (Pereira et al., 2007) Problem solving Group work Metacognitive Fluency in ICT use
    • A framework for E-assessment (Pereira, Oliveira & Tinoca, 2010)
    • Research Questions1) How do the electronic tools prescribed by the used pedagogical model contribute to the regulation of the learning process?2) How does the e-folio tool and the associated feedback contribute to the development of the participating teachers learning?
    • The ContextGraduate program for in-service teachersprofessionalization2 courses (out of 7): ICT and Practice; PedagogicalAssessment Models630 k-12 in-service teachers, with a minimum of 5years of experience but without any pedagogicaltraining.Two types of assessment: E-folio (online) P-folio (f2f)
    • MethodDesign-Based Research(Bereiter, 2002; Anderson, 2005)Large scale surveyCritical reflections(interviews, artefacts, …)
    • Themes of analysisThemes Cronbachs AlphaContents .810Digital learning resources .757Formative activities .828Online forums interactions .805Regulatory processes .891Transparency .894e-folios .844Feedback .862
    • Mean scores and s.d.Themes Mean (%) Std. Deviation (%)Contents 74 14Digital learning resources 74 13Formative activities 73 16Online forums interactions 64* 14e-folios 83* 15Feedback 71 18Transparency 72 15Regulatory processes 73 14 * p < .01
    • Contents and digital learning resources “the proposed contents and the way they were tackled was of tremendous importance” “it was very positive to have such a wide range of resources available, and also to be able to go even further and research new material beyond the suggested resources” “the contents studied here were of great personal and professional interest, giving me the opportunity to implement new assessment and teaching methods”
    • Formative activities and online discussion forums“in my opinion the formative activities plan contributedfor me to be able to bring together practice and theory”“in our profession practice is so important,that it really helped to have the theorybeing accompanied by the formativeactivities”“the lack of participation in the forumswas clearly the point that I want tohighlight as less positive”“I felt the forums were important and allowed me toclarify and explore the questions I had throughout thesemester”
    • e-folio tools and feedback“the e-folios, despite the time they took, werevery important, because they allowed me totackle very important contents for my practice ina very stimulating way”“the completion of the e-folioswas a very effective way tomotivate us to research andfurther our knowledge”“the feedback to our e-folios representedguidance for our study and contributed to myself-assessment”
    • Transparency and regulatory processes “I had a clear idea (since the beginning) of what the assessment criteria were and about how my classroom practice could improve towards as much transparency as possible... it’s curious that something so evident is often the exception instead of the rule” “In seven years of teaching I’ve always assessed my students from a summative standpoint (…) I had no knowledge of this assessment perspective using the work produced throughout the semester, teaching us to learn from mistakes and difficulties, and helping us surpass whatever obstacles we face.”
    • Discussionproposed assessment design’s ability toenhance in-service teachers’ professionaldevelopment, contributing to the emergenceof critical reflection centred on theirprofessional practicee-folios - open-ended,unstructured tasksrelated to professional life, adapted toclassroom practice, and requiring analysisand reflection about its classroom impact
    • DiscussionWhat are the characteristics of formativeassessment that better promote teacher’sprofessional development?How can online learningenvironments support teachers’professional development?How can e-assessment be used to betterpromote teachers’ professionaldevelopment?
    • Thank You! Luís Tinoca ltinoca@ie.ul.pt Isolina Oliveira isolina@uab.ptEarli SIG 11 Teaching and Teacher Education conference , Bergen June 2012
    • e-folios tasks and definitionsTask DefinitionEssay writing composition, reflection, analysisPractical exercise application, demonstrationConstruction of an artefact blog, pictures, poster, video, slideshowCritical comment stating an opinionProject designing a planned actionReport of fieldwork, of experimental workReading review reading guide summarizing the main ideas in a text/excerpt