English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

Introduction Educational assessment is a process of drawing reasonable inferences about what students know on the basis of evidence derived from observation of what they say, do or make in selected situations (Pellegrino, Chudowsky, & Glaser, 2001). Educational assessment helps students to identify what they have already learned, to observe their personal learning progress and to decide how to further direct their learning process. On the other hand, teachers can exploit the assessment results in the direction of giving appropriate feedback and support to the students during the instruction, formulating judgements about the quality and the effectiveness of the provided educational material and modifying the curriculum, their instruction and their teaching practices/strategies. During the design of the assessment process, the teacher has to decide and determine basic elements of the assessment process, such as the purpose (i.e. formative assessment or summative assessment), the duration, the educational and the assessment goals, the educational resources that are necessary to support the assessment process and the assessment tools. The determination of these elements depends on various factors such as the diversity of learning theories, the diversity in what counts as evidence of learning, the teaching strategies that are followed, the number of students and the constraints of the educational setting, such as the cost. A variety of assessment tools may be employed in order to integrate the assessment process with the ongoing instruction, to document the students' growth, and to identify changes in their thinking and learning skills, such as various types of questions (e.g. free-response questions, questions based on short cases, etc) and concept mapping tasks. Each of these assessment tools has specific characteristics and may serve various assessment functions. Concept maps are considered to be a valuable tool of an assessment toolbox, as they provide an explicit and overt representation of the students' knowledge and promote meaningful learning (Mintzes, Wandersee, & Novak, 2000; Novak & Gowin, 1984; Novak, 1998). As reported in Pearsall, Skipper, and Mintzes (1997), concept maps "provide a unique window into the way learners structure their knowledge, offering an opportunity to assess both the propositional validity and the structural complexity of that knowledge base." In this paper, we propose a coherent and integrated framework for educational assessment purposes serving various assessment functions, ranging from a need to identify the students' prior knowledge to a need to draw conclusions about their overall understanding of the subject matter. The AssessToLearn framework provides a basis for the design of assessment activities incorporating principles from contemporary theories of learning and uses concept maps as the main tool of its assessment toolbox. It comprises a three-step process consisting of (i) Ascertaining the Students' Prior Knowledge--Activating Knowledge, (ii) Promoting Knowledge Construction & Identifying Conceptual Changes--Constructing & Enriching Knowledge, and (iii) Assessing Knowledge Construction--Refining Knowledge. The Assess-To-Learn framework constitutes the basis for the development of a web-based adaptive assessment environment, referred to as PASS (Personalized Assessment System supporting Adaptation and Learning). PASS aims to support the assessment process in the context of the framework and provide adaptive capabilities as far as the adaptation of the assessment process and the guidance/feedback given to the students during the assessment process are concerned. For the application and evaluation of the proposed assessment framework in a real classroom environment, an experimental study was conducted. The study was carried out in the context of the postgraduate course of "Distance Education and Learning" at the Department of Informatics and Telecommunications of the University of Athens during the spring-semester of the academic year 2001-2002. …

A Coherent and Integrated Framework Using Concept Maps for Various Educational Assessment Functions