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Assessing assessment

2009Journal article Restricted access
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dc.contributor.authorPeres, Paula
dc.contributor.authorSilva, Manuel
dc.contributor.authorTavares, Célia
dc.date.accessioned2021-03-16T16:15:01Z
dc.date.available2021-03-16T16:15:01Z
dc.date.issued2009
dc.descriptionm-ICTE2009 Proceedingspt_PT
dc.description.abstractIn the online environments some case studies we’ve developed and day-to-day experience have shown that, several times, online learning activities are promoted without considering the assessment of cognitive results that derive from those activities. Engaging students appears as the main justification. And when students’ involvement is not what it was expected? Should a student be penalized by not being a part of an online activity? Isn’t he/she also participating with the silent follow up that he/she chooses to do? Isn’t he/she learning? In the teacher’s point of view, the analysis of each of the students’ interventions may be a hard and time consuming task, especially in large classes. On the other hand, an automated process of the students’ interventions may be overrated in messages of social nature that show little cognitive activity. This context led to a study that aims to determine which are the most suitable activities for the learning process and objectives assessment. The research led into an innovative assessment model that seeks an alignment between objectives, softskills, assessment, content and other variables. The model that we suggest describes a solution for the elaboration of assessment questions by nature and expected results. It also suggests online activities that, for their innovative character, seek the students’ engagement, the objectives accomplishment and the balance between the teachers pedagogical, managerial, social and technical dimensions.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationPeres P., Silva M. & Tavares C. (2009). Assessing Assessment. In A. Méndez - Vilas, A. Solano Martín, J.A. Mesa González and J. Mesa González (Ed). Research, Reflections and Innovations in Integrating ICT in Education. FORMATEX, Badajoz, Spain (2009). V International Conference on Multimedia and Information and Communication Technologies in Education (m-ICTE2009) Proceedings. Lisboa, Portugal.pt_PT
dc.identifier.isbn978¬84¬692¬1788¬7
dc.identifier.urihttp://hdl.handle.net/10400.22/17537
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherm-ICTE2009 - International Conference on Multimedia and Information and Communication Technologies in Educationpt_PT
dc.subjecton-line assessmentpt_PT
dc.subjectlearning strategiespt_PT
dc.subjectmoodlept_PT
dc.subjectonline learning activitiespt_PT
dc.titleAssessing assessmentpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceSpainpt_PT
person.familyNamePeres
person.familyNameSilva
person.familyNameTavares
person.givenNamePaula
person.givenNameManuel
person.givenNameCélia
person.identifier2295553
person.identifier.ciencia-id7619-C207-CDB4
person.identifier.ciencia-id0F1C-3C75-1366
person.identifier.orcid0000-0003-4964-5929
person.identifier.orcid0000-0002-5966-4229
person.identifier.orcid0000-0002-6201-8690
person.identifier.ridR-9753-2016
person.identifier.scopus-author-id49864095600
person.identifier.scopus-author-id7403410875
rcaap.rightsclosedAccesspt_PT
rcaap.typearticlept_PT
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relation.isAuthorOfPublication.latestForDiscovery9272c01d-5686-4562-a146-3b719f05a9d5

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