ASSESSMENT
PEKKA PEURA
teacher
education innovator
pekka@eduhakkerit.fi
bit.ly/dialog21
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Teachers' assessment practices are influenced by
(Guskey & Bailey, 2001)
1) Teachers' own experiences of how they were assessed as students
2) What teachers had learned during teacher studies
3) Teachers' personal philosophy or vision of teaching
4) How a higher actor, such as the education administration, directs the grading
Teachers skilled in assessment
(Xu & Brown 2016)
1) regularly reflect on their own assessment practices,
2) participate in assessment development projects,
3) discuss assessment professionally,
4) conduct self-examination of their assessment concepts,
5) acquire additional knowledge and skills in order to renew their understanding of assessment and their own evaluator role.
0 KNOWLEDGE
actual level of development
potential level of development
ZONE OF PROXIMAL DEVELOPMENT
LEARNING GAP
minimum level of knowledge what teacher expects
TEACHING
HEAVILY PERSONALIZED TEACHING
0 KNOWLEDGE
”20 % of the students under conventional instruction do about as well as the tutored students”
”80 % of the students do relatively poorly under conventional instruction as compared with what they might do under tutoring”
(Bloom 1984)
© Marika Toivola
From: Markus Humaloja
0 KNOWLENGE
LEARNING GAP
start here
learn at your own speed with
teacher's support
WHAT CAN BE LEARNED
"The aim of pupil assessment is to guide and encourage learning and to develop the pupil's
capability for self-assessment."
-John Hattie
ASSESSMENT
PEKKA PEURA
teacher
education innovator
pekka@eduhakkerit.fi
bit.ly/dialog21
To be decided:
Dynaaminen itsearviointi Google Sheetsilla
Osa I - työkalun esittely ja käyttö
Osa II - työkalun rakentaminen
Osa III - humanistiset oppiaineet