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Upon completion of the course, students will be able to:
- Understand the concept, added pedagogical value, and dynamics of Educational Assessment in the 21st century.
- Become familiar with the basic principles of educational assessment.
- Recognize the essential 21st-century skills that are integrated into the content of Educational Assessment.
- Describe and construct an “assessment framework.”
- Differentiate between quantitative and qualitative assessment methods.
- Identify modern approaches to educational assessment.
- Recognize the forms, models, and tools of Educational Assessment.
- Redesign appropriate teaching interventions to improve the instructional process and monitor learning progress through the development of strong metacognitive skills.
- Recognize the pedagogical value and potential of Educational Assessment as a learning tool and as a mechanism for feedback and improvement for both learners and teachers.
- Familiarize themselves with the basic principles and criteria for evaluating schools, teachers, and their educational work.
- Describe the fundamental principles of self-evaluation.
- Describe the process of school self-evaluation.
- Analyze the Evaluation of Educational Work (EEW).
- Design and prepare a teaching session.
- Develop the necessary skills to systematically approach the dimensions of student assessment.
- Describe the concept of “student performance evaluation” in modern learning environments.
- Understand the basic principles of student performance assessment.
- Be able to use assessment findings to improve the educational process and critically analyze curricula.
- Use digital tools/software to design and develop alternative assessment techniques (rubrics, concept maps, e-portfolios, self-assessment tests).
- Describe the added pedagogical value and dynamics of electronic assessment.
General Competences
- Search, analysis, and synthesis of data and information, using the necessary technologies.
- Independent work.
- Teamwork.
- Production of new research ideas.
- Decision-making.
- Promotion of free, creative, and inductive thinking.
- Work in an interdisciplinary environment.
COURSE CONTENT
The primary goal of education in today’s Learning Society is not only the teaching of useful and essential knowledge in each subject area but, above all, the development and cultivation of strong cognitive, metacognitive, social, and communication skills (21st Century Skills), enabling each learner to become an independent, critically thinking, and active citizen of the 21st century.
In this context, assessment—being a fundamental teaching process inherently linked to learning and instruction—can serve as a dynamic learning tool and a feedback mechanism for all stakeholders, aiming at the enhancement and improvement of the quality of education provided.
Content:
- Conceptual clarification of the term “Educational Assessment.”
- Defining the assessment framework as a necessary condition for the successful implementation of any evaluation process.
- Identification of the subject, purpose, goals, and criteria upon which the assessment process is designed and implemented.
- Types (Initial/Diagnostic, Formative, Summative) and forms of assessment (e.g., participatory forms such as self-assessment, descriptive forms of evaluation).
- Models of educational assessment, with emphasis on school self-evaluation.
- Characteristics of assessment (reliability, validity, consistency, objectivity, sensitivity, practicality).
- Assessment techniques and tools for collecting evaluation data.
- Ways of utilizing and disseminating assessment data.
- Student assessment in modern learning and evaluation environments (continuous monitoring of learning progress, detection of weaknesses through the development of strong metacognitive skills: self-regulation and self-assessment).
- Teacher evaluation (redesigning appropriate teaching interventions to improve instructional practice).
- Evaluation of educational work.
- Assessment of the teacher’s professional performance.
- Fundamental principles of evaluating educational work.
- Quality indicators of the educational system.
- Connection between educational evaluation and educational reform and development.
- Actions of international organizations to promote quality in education.
- Relationship between educational evaluation and educational policy.
- Software and digital tools designed and used to support the process of Educational Assessment.