Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the time scale of a given course.It was identified as assessment that meets the needs of the present in terms of the demands of formative and summative assessment, but which also prepares students to meet their own future learning needs. This paper reviews the value of such a notion for assessment, how it has been taken up over the past fifteen years in higher education and why it might still be needed. It identifies how it has been a successful intervention in assessment discourse. It explores what more is needed to locate assessment as an intervention to focus on learning for the longer term. It shows how sustainable assessment can help bridge the gap between assessment and learning, link to ideas such as self-regulation, students' making judgements about their own work and course-wide assessment.
The quality educational inclusion -quality of education tandem implies the development of specific programs and internal and external supporting services. The problem that arises in the context of the inclusive school is that it must also respond to quality demands, not just for the education of pupils with specific needs of educational support, also for the regular students. One of the obstacles that face the inclusion of educational quality is the existence of systems that are not adapted to the training needs of their students. The preamble of the current educational legislation states that a student who is in compulsory educational schooling period should receive a comprehensive training. At present, the educational environment is characterized by the inclusion of Information and Communication Technologies (ICT) in the official curriculum to align the needs and trends of contemporary society to the socio-educational reality.Although pupils with specific needs of educational support have more human and material resources to receive the care they need, it is not always possible to develop in the classroom motivational activities that catch up their interest. Concept Maps applications help ICT curricular integration in the didactic programming, developing the aims of application and synthesis of Bloom's taxonomy (1972) in the teaching-learning processes. The pedagogic task should be challenging, assertive, motivating and must offer students education aligns to current demands.
Although e-Learning activities have quickly increased, such a rise has not been parallel in e-Learning quality. While reinforcing some aspects can be very positive, certain deficiencies can lower the quality in e-Learning. Crucial factors such as the institutional policy, the quality of contents, the quality of processes, the results and possible improvements may remain hardly noticeable or may be pushed into the background. Sometimes the effort invested does not amount to any educational result. Perhaps in the future some kind of universally accepted rules to measure e-Learning quality may be reached, but in the history of educational technology there have been few global regulations and much more of flexible guidance. In the last few years several promising e-Learning quality recommendations have appeared. Some relations among the variables of e-Learning quality have been detected. This paper focuses upon this ongoing research which is represented by means of five conceptual maps that ease the visualization of these relations. Additionally a survey about e-Learning quality has been carried out with university students with a view to revealing those variables that are most important for them.
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