Red de Bibliotecas Virtuales de Ciencias Sociales en
América Latina y el Caribe
Por favor, use este identificador para citar o enlazar este ítem:
https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/243247Registro completo de metadatos
| Campo DC | Valor | Lengua/Idioma |
|---|---|---|
| dc.creator | Sasaki, Daniel Guilherme Gomes | - |
| dc.creator | Mällinen, Sisko | - |
| dc.date | 2018-04-30 | - |
| dc.date.accessioned | 2023-03-28T19:22:29Z | - |
| dc.date.available | 2023-03-28T19:22:29Z | - |
| dc.identifier | https://periodicos.fclar.unesp.br/iberoamericana/article/view/11447 | - |
| dc.identifier | 10.21723/riaee.nesp1.v13.2018.11447 | - |
| dc.identifier.uri | https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/243247 | - |
| dc.description | The Constructive Alignment theory, by Biggs, relies on students’ self-construction of meaning by relevant learning activities. To accomplish this goal, teachers have to align four essential elements: curriculum, Intended Learning Outcomes (ILOs), methodologies and assessment. In this paper, we describe an implementation of a constructively aligned postgraduate course on active learning methodologies for basic education teachers. The syllabus was comprised of four well-established active learning methods: Predict-Observe-Explain (POE), Peer Instruction (PI), Jigsaw and Six Thinking Hats (STH). Students had to plan, discuss in pairs, perform a real active lesson with their own pupils and observe and provide peer feedback to their colleague. Assessment was carried out as the following forms: self-reflection, active lesson plan, peer assessment and self-assessment and one summative form: active lesson report. Each assessment evaluated distinct skills related to both specifics ILOs and learning activities. The results reveal that aligned assessment fostered learning, encouraged self and peer reflection, improved teacher feedback and promoted an effective collaboration among students. | en-US |
| dc.format | application/pdf | - |
| dc.language | eng | - |
| dc.publisher | Faculdade de Ciências e Letras/Unesp | pt-BR |
| dc.relation | https://periodicos.fclar.unesp.br/iberoamericana/article/view/11447/7320 | - |
| dc.rights | Copyright (c) 2018 Revista Ibero-Americana de Estudos em Educação | pt-BR |
| dc.source | Revista Iberoamericana de Estudios en Educación; v.13, n. esp. 1, maio (2018); 520-525 | es-ES |
| dc.source | Revista Ibero-Americana de Estudos em Educação; v.13, n. esp. 1, maio (2018); 520-525 | pt-BR |
| dc.source | 1982-5587 | - |
| dc.source | 2446-8606 | - |
| dc.source | 10.21723/riaee.nesp1.v13.2018 | - |
| dc.subject | Student-centered Assessment | en-US |
| dc.subject | Constructive alignment | en-US |
| dc.subject | Competence and skills evaluation | en-US |
| dc.subject | Active learning. | en-US |
| dc.title | Developing student-centered assessment for a postgraduate course designed for Basic Education Teachers | en-US |
| dc.type | info:eu-repo/semantics/article | - |
| dc.type | info:eu-repo/semantics/publishedVersion | - |
| Aparece en las colecciones: | Faculdade de Ciências e Letras-Unesp - FCL/CAr - Cosecha | |
Ficheros en este ítem:
No hay ficheros asociados a este ítem.
Los ítems de DSpace están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.