Openness and educational assessment

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Educational assessment is understood as a social practice and social product by taking economic, political and cultural contexts into account. Openness in assessment is utilizing a range of assessment forms that are more appropriate to assess context-based knowledge and represent diverse cultural meanings.

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Openness and educational assessment

  1. 1. Openness and educational assessment <br />XiaoyuLu<br />December 2010<br />
  2. 2. Educational assessment is judgement or evaluation about performance and achievement in learning. <br />
  3. 3. Openness in assessment is utilizing a variety of assessment forms in students’ learning.<br />
  4. 4. Forms of assessment <br />
  5. 5. ● Forms of assessment include journal assignment, presentation, portfolios, performance tasks, authentic samples. <br />
  6. 6. ● They are called alternative or authentic assessments which relate to students’ real-life or hand-on experiences. <br />
  7. 7. ● Alternative assessment emerged from economic development and cultural globalization. <br />
  8. 8. Labour market and openness <br />
  9. 9. ● Significance of knowledge is recognized by labour market andreflected by the changes of requirement in employment.<br />
  10. 10. ● Procedural knowledge has to be addressed through educational assessment system. <br />
  11. 11. ● Traditional assessment shows limitations in knowledge economic. <br />
  12. 12. Openness and multicultural society <br />
  13. 13. ● Education has a role of integrating cultural diversity and fostering social cohesion.<br />
  14. 14. ● Openness is about offering a range of options within a syllabus to reflect students’ diverse interests. <br />
  15. 15. ● Openness allows students to represent their cultural values and beliefs. <br />
  16. 16. ●Traditional assessment offers limited space for cultural minorities to articulate and legitimate their own diverse cultural and historical meanings . <br />
  17. 17. References <br />Bonal, X., & Rambla, x. (2003). Captured by the totally pedagogised society: teachers and teaching in the knowledge economy. Globalisation, Societies and Education, 1(2), 169-184.<br />Filer, A. (Ed.). (2000). Assessment: Social practice and social product. London: RoutledgeFalmer. <br />Johnson, D., & Kress, G. (2003). Globalisation, literacy and society: redesigning pedagogy and assessment. Assessment in education, 10(1), 5-14.<br />Lambdin, D. V. (1995). An open-and-shut case? Openness in the assessment process. The mathematics teacher, 88(8), 680-684.<br />Mitchell, J., Chappell, C., Bateman, A., & Roy, S. (2006). Quality is the key: Critical issues in teaching, learning and assessment in vocational education and training. Adelaide SA NCVER.<br />OECD. (1996). The knowledge-based economy. Paris.<br />Peim, N., & Flint, K. J. (2008). Testing times: questions concerning assessment for school improvement. Educational Philisophy and Theory, 1-20.<br />Powell, M. (Ed.). (2005). Skill formation and globalization. Hants: Ashgate Publishing Limited. <br />Reynolds, C. R., Livingston, R. B., & Willson, V. (2006). Measurement and assessment in education. Boston: Pearson Education, Inc.<br />Richards, C. (2004). From old to new learning: global imperatives, exemplary Asian dilemmas and ICT as a key to cultural change in education. Globalisation, Societies and Education, 2(3), 337-353.<br />Schafer, W. D. (2002). How can assessment contribute to an educational utopia? In R. W. Lissitz & W. D. Schafer (Eds.), Assessment in educational reform:Both means and ends. Boston: Allyn and Bacon. <br />Spring, J. (2008). Research on globalization and education. Review of educational research, 78(2), 330-363.<br />Stobart, G. (2005). Fairness in multicultural assessment systems. Assessment in education, 12(3), 275-287.<br />Tice, T. N. (1998). Open education. The education digest, 64(3), 47-47.<br />Torrance, H. (2000). Postmoernism and educational assessment. In A. Filer (Ed.), Assessment: social practice and social product. London: RoutledgeFalmer. <br />Williams, P. (2008). Assessing context-based learning: not only rigorous but also relevant. Assessment and Education in Highter Education, 33(4), 395-408.<br />Winch, C., & Gingell, J. (1999). Key concepts in the philosophy of education. London: Routledge.<br />Winch, C., & Gingell, J. (2004). Philosophy and educational policy: A critical introducation. London: RoutledgeFalmer.<br />

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