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FOLT: CONTINUING IMPORTANCE OF SOFT SKILLS

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Este link é útil para  clarificar conceitos, taxonomias e descritores

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Developed capacities that facilitate the more rapid acquisition of other skills and knowledge.

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Assess to discover your strengths and find areas to improve

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Assess to discover your strengths and find areas to improve

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Aqui, é interessante visitar as ferramentas de auto-avaliação

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Skills for Success - Assessment and training tools

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Free tools and resources to help individuals assess on their own their Skills for Success levels and identify any gaps.

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Propostas de tecnologias que podem ser usadas para promover o desenvolvimento de competências digitais

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WHAT ARE 21ST CENTURY SKILLS?

Everybody seems to be talking about learning 21st century skills, but what does it all mean for the classroom teacher who needs better technology in education and more resources for tomorrow's mathematics or history lesson?

Concerned about preparing today's children for tomorrow's world, the Partnership for 21st Century Skills and International Society for Technology in Education have drafted frameworks and guidelines that outline what our students need to know to meet the challenges of the modern age. Mastery of core content areas, such as language Arts (including English language arts, reading, Spanish, etc....), mathematics, science and history, remains the centerpiece. But these two organizations emphasize the importance of cultivating interdisciplinary themes, such as global awareness and financial, civic and health literacies, and weaving key skill areas (creativity and innovation, communication and collaboration, research and information fluency, and critical thinking, problem solving and decision making) into core subject matter. Read more

"In order to thrive in a digital economy, students will need digital age proficiencies. It is important for the educational system to make parallel changes in order to fulfill its mission in society, namely the preparation of students for the world beyond the classroom. Therefore, the educational system must understand and embrace the following 21st century skills within the context of rigorous academic standards "

NCREL & Metiri Group, 2010

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New Technologies and 21st Century Skills

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WHAT ARE 21ST CENTURY SKILLS? Everybody seems to be talking about learning 21st century skills, but what does it all mean for the classroom teacher who needs better technology in education and more resources for tomorrow's mathematics or history lesson?

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European Skills, Competences, Qualifications and Occupations (ESCO)

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European Skills, Competences, Qualifications and Occupations (ESCO)

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ESCO is the multilingual classification of European Skills, Competences, and Occupations. ESCO is part of the Europe 2020 strategy.

The ESCO classification identifies and categorises skills, competences, and occupations relevant for the EU labour market and education and training. It systematically shows the relationships between the different concepts.

Interested? You can learn more about what ESCO is by consulting these sections of the portal:

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ESCO is the multilingual classification of European Skills, Competences, and Occupations. ESCO is part of the Europe 2020 strategy. The ESCO classification identifies and categorises skills, competences, and occupations relevant for the EU labour market and education and training. It systematically shows the relationships between the different concepts. Interested?

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Módulo Avaliação na aprendizagem - apresentação docência+

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Selecting Online Alternatives to Common Assessment Methods

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Selecting Online Alternatives to Common Assessment Methods

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Princípios simples, sugestões de métodos e links para uma grande variedade de casos práticos

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WEBINAR: alternative assessments por  Geraldine O'Neill (University College Dublin, Irlanda)

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WEBINAR: alternative assessments por  Geraldine O'Neill (University College Dublin, Irlanda)

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Uma visão sobre métodos alternativos de avaliação adequados à avaliação remota, com ênfase na promoção de integridade académica.

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Manuel João Costa
mjc@reitoria.uminho.pt

Ana Balula
balula@ua.pt

Belém Barbosa
belem.barbosa@ua.pt

Joaquim silva
josilva@eeg.uminho.pt

Luciana Peixoto
luciana.peixoto@deb.uminho.pt

Sílvia Araújo
saraujo@ilch.uminho.pt

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Don’t Panic: The Hitch-hiker's Guideto Alternative Assessment

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Don’t Panic: The Hitch-hiker's Guideto Alternative Assessment

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Um guia para ler com algum tempo (40 paginas) e consultar quando necessário.

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Exemplars and case studies of Technology-Enhanced Assessment 

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Exemplars and case studies of Technology-Enhanced Assessment 

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37páginas de tabelas de metodos de avalição, identificando exemplos de aplicação, apontando o seu uso, citando as disciplinas em que foram aplicados, etc

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Technology-Enhanced Assessment Exemplars: Published version March 2020

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IDEADIGITAL #7 : CONSTRUIR UM TESTE/EXAME DE CONSULTA

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IDEADIGITAL #7 : CONSTRUIR UM TESTE/EXAME DE CONSULTA

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Um guia de 2 páginas para docentes, com orientações pargmáticas

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Links para documentos em jeito de bibliografia, de diferentes isntituições, compilado pelo NFETL

10 Points to Consider in Choosing Alternative Assessment Methods

10 Ways to Ensure Online Assessment is Accessible and Inclusive

QQI Guiding Principles on Alternative Assessments (Devised in response to the Covid-19 emergency restrictions)

Assessment Toolkit

Alternatives to Traditional Exams and Papers

Alternatives to Traditional Exams

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Avaliação na aprendizagem: qual o nosso intuito quando avaliamos?

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Avaliação na aprendizagem: qual o nosso intuito quando avaliamos?

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Avaliação 1: Avaliação na aprendizagem: qual o nosso intuito quando avaliamos?

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Avaliação da, para ou como aprendizagem?

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Avaliação da, para ou como aprendizagem?

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Um diagrama fundamental.
A distinção é explicada aqui (3 págs).

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Principles of Assessment OF/FOR/AS Learning

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Principles of Assessment OF/FOR/AS Learning

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8 princípios a ter sempre em conta

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National Forum for the Enhancement of Teaching and Learning in Higher Education

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Programar uma avaliação: modelo para desenhar a metodologia de avaliação de uma UC

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Programar uma avaliação: modelo para desenhar a metodologia de avaliação de uma UC

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Ilustração: alinhamento de atividades, feedback e avaliação sumativa. O artigo original merece uma leitura, está aqui

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Caso 1 - Avaliação Colaborativa na UC (ACUC)

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Caso 1 - Avaliação Colaborativa na UC (ACUC)

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Caso 2 - Avaliação: Agregação de Competências com outras UCs

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Caso 2 - Avaliação: Agregação de Competências com outras UCs

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Caso 3 - Avaliação: Colaboração Internacional (COIL)

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Caso 3 - Avaliação: Colaboração Internacional (COIL)

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Como minimizar o volume de avaliações sem comprometer a sua integridade?

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Como minimizar o volume de avaliações sem comprometer a sua integridade?

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Entrevista Carol Evans (autora da EAT framework, referencia abaixo) sobre este e outros temas (11 min)

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An Interview with Prof. Carol Evans, Professor in Higher Education, University of Southampton

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Entrevista : Guia EUA, Student assessment

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Entrevista : Guia EUA, Student assessment

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Quais os principais desafios da atualizadae sobre a avalição na aprendizagem? Video que sumariza documento resutante de grupo de trabalho EUA de 2020.

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Student assessment in learning and teaching - Manuel João Costa

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Equity, agency and transparency framework

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Equity, agency and transparency framework

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"PARA SABER MAIS" este documento é extenso mas completo, sobre o tema da equidade, "agency" e transparencia na avalição : abril de 2020

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Feedback strategies to enhance student learning

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Feedback strategies to enhance student learning

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tipologias e características importantes

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Perspetiva sobre o papel feedback nos processos de mudança

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What if getting feedback wasn’t a source of fear, but joy? In this personal talk, speaker/author Joe Hirsch makes a passionate case for sharing “feedforward,” a new view of human potential. When feedback draws others closer to their future selves, they experience the joy of self-discovery that leads to positive and lasting change.

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Longa mas sistemática, esta review de 2007 é referencia incontornável e apresenta um modelo muito util na página 87.

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Evans (2013) Making Sense of Assessment Feedback in Higher Education

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Evans (2013) Making Sense of Assessment Feedback in Higher Education

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Lista de sugestões para transformar os estudantes em pares, nos processos de avaliação

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The EAT Framework for Enhancing Assessment Feedback Practice

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The EAT Framework for Enhancing Assessment Feedback Practice

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Este vídeo e material adicional abordam a framework EAT como abordagem integrada e holística às práticas de avaliação e feedback (framework incluida na coluna "princípios").

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This week Lisa Coulson introduces The EAT Framework, which provides a research-informed, integrated and holistic approach to assessment feedback.

The EAT framework provides a research-informed, integrated and holistic approach to assessment feedback. It has evolved from Evans' extensive research on assessment feedback (Evans, 2013) and use in practice within higher education.
Underpinning Principles of EAT
EAT (Evans, 2016) is underpinned by a Personal Learning Styles Pedagogy (PLSP) approach (Waring & Evans, 2015). It stresses the importance of agency, collaboration, and sensitivity to the needs of the context (discipline; programme, etc.) to support the development of strong student-lecturer partnerships in order to build student self-regulatory capacity in assessment and feedback.
Dimensions of Practice
EAT focuses on three core dimensions of practice, with each having four sub-areas :

Assessment Literacy - helping to clarify: what constitutes good; how assessment elements fit together; student entitlement; and the requirements of the discipline.

Assessment Feedback - providing accessible feedback and early opportunities for students to act on feedback; preparing students for meaningful dialogue / peer engagement; and promoting the development of students' self-evaluation skills to include self-monitoring/ self-assessment and critical reflection skills.

Assessment Design - ensuring robust and transparent processes and procedures; QA literacy; promoting meaningful and focused assessment; ensuring access and equal opportunities; and on-going evaluation.

EAT provides a practical tool that universities can use across disciplines, and at a variety of levels (individual; discipline; college; university). The three interconnected dimensions and their four areas are presented as a set of twelve decision making cards, with both teacher focused and student focused versions available, as well as key considerations for programme leaders.

Evans, C. (2016) Enhancing assessment feedback practice in higher education: The EAT Framework. University of Southampton 33pp. Accessed from: https://eatframework.org.uk; https://eprints.soton.ac.uk/417264/

Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70-120. Accessed from http://journals.sagepub.com/doi/abs/10.3102/0034654312474350

Evans, C., Kandiko-Howson, C., & Forsythe. A. (2018). Making sense of learning gain in higher education. Higher Education Pedagogies. https://www.tandfonline.com/doi/full/10.1080/23752696.2018.1508360

Waring, M., & Evans, C. (2015). Understanding pedagogy: Developing a critical approach to teaching and learning. Abingdon, Oxford: Routledge.

For details on how to use the Framework, please see the full EAT guide.

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MicroCPD: The EAT Framework for Enhancing Assessment Feedback Practice - University of Birmingham

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This week Lisa Coulson introduces The EAT Framework, which provides a research-informed, integrated and holistic approach to assessment feedback. The EAT framework provides a research-informed, integrated and holistic approach to assessment feedback. It has evolved from Evans' extensive research on assessment feedback (Evans, 2013) and use in practice within higher education.

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Equity in assessment -Sistematização de ações e práticas que promovem equidade

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Equity in Assessment

For assessment to improve student learning and authentically document what students know and can do for today's diverse students, an equitable and culturally responsive approach to assessment is needed. To begin the conversation on the relationship between equity and assessment, NILOA launched its 29th Occasional Paper in 2017 that explores the question "how consequential can assessment be to learning when assessment approaches may not be inclusive of diverse learners" We continue the conversation in our 42nd Occasional Paper, "A New Decade for Assessment: Embedding Equity into Assessment Praxis" which builds upon conversations since the release of the 2017 paper, highlighting questions, insights, and future directions for the decade ahead.

Equity-minded assessment entails the following actions:

1. Check biases and ask reflective questions throughout the assessment process to address assumptions and positions of privilege.

2. Use multiple sources of evidence appropriate for the students being assessed and assessment effort.

3. Include student perspectives and take action based on perspectives.

4. Increase transparency in assessment results and actions taken.

5. Ensure collected data can be meaningfully disaggregated and interrogated.

6. Make evidence-based changes that address issues of equity that are context-specific.

Equity Conversation

NILOA invited the field into dialogue on the relationship between equity and assessment. Over 15 faculty, staff, and administrators have explored and unpacked relationships between equity and assessment. Their responses examine the important role of equity and cultural responsiveness; social justice in assessment; and intersections between equity, inclusion, and assessment. The conversations have refined the ideas and added various challenges and opportunities to consider.

Compilation of resources for those interested in applying antiracist principles to teaching, learning, and assessment practices.

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We've also compiled a list of curated resources to assist in your journey in antiracist teaching, learning, and assessment of student learning here. Please feel free to suggest additional resources directly to the document!

Equity Case Studies

We recognize that there are practices occurring within institutions of higher education that address issues of equity in relation to assessment. What is lacking is awareness of the various practices, their effectiveness, process elements, and the impact of equitable assessment efforts on diverse student populations and their learning.

NILOA and the Council for the Advancement of Standards in Higher Education (CAS), in partnership with others, invited case studies around Equity in Assessment to highlight examples from which others can learn and to continue to dialogue on equitable assessment.

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For assessment to improve student learning and authentically document what students know and can do for today's diverse students, an equitable and culturally responsive approach to assessment is needed.

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What are inclusive assessment practices? - Alguns pressupostos e sugestões para as práticas de avaliação

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Center for the Enhancement of Learning and Teaching

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What are inclusive assessment practices? - Center for the Enhancement of Learning and Teaching

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Inclusive assessment is about more than evaluating students. It is the on-going activities that allow students and instructors to understand student progress on meeting the course learning objectives. Students should be asked to demonstrate their... Read More

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Transparent assessment - Técnicas que podem tornar a avaliação mais transparente, com sugestões para leituras adicionais

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Assessment practice is shifting away from comparing students to each other, or grade derived professor's experiences and preferences. Increasing, it is focused on comparing students to a clear learning outcome or goal for the assessment that everyone in the class knows in advance. The process of clearly articulating that goal and what we consider good evidence of it is called "Transparent Assessment." The goal of all transparent assessment is to ensure students understand what they are trying to achieve or learn, so they can be more effective partners in that learning. Our Learning Charter has three learning charter educator commitments related our assessment:

Provide a clear indication of what is expected of students in a course or learning activity, and what students can do to be successful in achieving the expected learning outcomes as defined in the course outline

Ensure that assessments of learning are transparent, applied consistently and are congruent with learning outcomes

Design tools to both assess and enable student learning

5 techniques to make your assessments more transparent:

1. Clearly articulate the specific skills and knowledge you want to see students demonstrate right before they start learning each class. While it is important to put learning outcomes or objectives on a syllabus, student need our help connecting those outcomes to specific learning they are about to do.

2. Double check your alignment between what you teach, your outcomes, and your assessments. Are there some parts of your assessment task that are unrelated to your outcomes? Are you testing things you haven't taught, like specific ways of thinking or presentation skills? Is too much of the assessment focused in one area relative to the time you spent teaching it? Does the test or assignment use the same language you used when you taught?

3. Share or co-construct assessment criteria before student start work on assessments. Discuss them overtly and compare them to models and samples, until you are confident students know what "good" looks like, and how to achieve it. It might cost you time in class, but it will save you a lot more time marking, and you'll mark better work. Think your students understand? Ask what they are trying to demonstrate when they do the assessment. If they tell you the parts of the task (what) instead of the purpose of the task (why, how), the assessment is still not transparent to them.

4. Use assessment tools, like checklists and rubrics, that a student can interpret without understanding what you are thinking. If the categories on your rubric are ratings like "good" or "well-developed" a student still has to guess what you mean. Substitute descriptions that include specifics like: "The argument is specific and illustrated through examples. The essay explains why the argument matters."

5. Use students are resources to increase transparency. Have them try small examples of the main skill you are looking to see, and then give each other feedback using the criteria. It will ensure they read the criteria, and cause them to ask about criteria or assessment processes they don't understand. You'll ensure students get more early feedback without increasing your marking load.

Increased transparency is about everyone in the class working together to have students learn as much as possible and demonstrate that learning as effectively as possible. For professors, it means fewer questions challenges of grades and marking better student work. When done well, it results in student better understanding the learning goals and being more invested in them.
Learn more

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Assessment practice is shifting away from comparing students to each other, or grade derived professor's experiences and preferences. Increasing, it is focused on comparing students to a clear learning outcome or goal for the assessment that everyone in the class knows in advance.

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STAFF USE OF TECHNOLOGY-ENHANCED ASSESSMENT IN HIGHER EDUCATION: A SYSTEMATIC REVIEW, October 2018

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STAFF USE OF TECHNOLOGY-ENHANCED ASSESSMENT IN HIGHER EDUCATION: A SYSTEMATIC REVIEW, October 2018

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Resume uma revisão sobre como estamos a usar tecnologia na avaliação.

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National Forum for the Enhancement of Teaching and Learning in Higher Education

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Staff Use of Technology-Enhanced Assessment in Higher Education: A Systematic Review

This Forum Insight summarises a systematic review of literature, exploring 65 peer-reviewed publications in the area of technology-enhanced assessment, with a particular focus on staff experiences of various related approaches. The study was funded by the National Forum, in partnership with the Irish Research Council, and was conducted by researchers at Trinity College Dublin.

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Staff Use of Technology-Enhanced Assessment in Higher Education: A Systematic Review - National Forum for the Enhancement of Teaching and Learning in Higher Education

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This Forum Insight summarises a systematic review of literature, exploring 65 peer-reviewed publications in the area of technology-enhanced assessment, with a particular focus on staff experiences of various related approaches. The study was funded by the National Forum, in partnership with the Irish Research Council, and was conducted by researchers at Trinity College Dublin.

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ESCO is the multilingual classification of European Skills, Competences, and Occupations. ESCO is part of the Europe 2020 strategy.

The ESCO classification identifies and categorises skills, competences, and occupations relevant for the EU labour market and education and training. It systematically shows the relationships between the different concepts.

Interested? You can learn more about what ESCO is by consulting these sections of the portal:

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ESCO is the multilingual classification of European Skills, Competences, and Occupations. ESCO is part of the Europe 2020 strategy. The ESCO classification identifies and categorises skills, competences, and occupations relevant for the EU labour market and education and training. It systematically shows the relationships between the different concepts. Interested?

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Slido - Respostas às questões da sessão do dia 21.09.2020

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Slido - Respostas às questões da sessão do dia 21.09.2020