A learning Integrated Assessment System

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

“…AfL and AoL are often conceptualized as different concepts; however, they are closely related to each other (Bennett, 2011). AoL is conceptualized as assessment activities that are separated from the curriculum and summative in nature, aimed to record achievement (Birenbaum et al, 2006;Black & Wiliam, 1998b;Harlen & James, 1997). AfL, on the other hand, is characterized as the ongoing process of collecting and interpreting assessment information that takes place in the interaction between teacher, student, and peers (Black, Harrison, Lee, Marshall, & Wiliam, 2004;Klenowski, 2009).…”

“…Assessment for Learning to enhance cognitive and metacognitive strategy use Numerous scholars in the field of assessment have advocated the integration of assessment practices into instruction to enhance learning (e.g., Birenbaum et al, 2006;Black & Wiliam, 1998b;Klenowski, 2009). The concept of AfL has been introduced as a counterbalance for Assessment of Learning (AoL).…”

Usos De La Evaluación en Los Diferentes Momentos De Unidades Didácticas Cooperativas

“…La evaluación, desde esta perspectiva, se entiende como el instrumento fundamental para que el docente pueda regular su acción educativa a lo largo del proceso de enseñanza y para que el alumno pueda regular su propio proceso de aprendizaje, es decir, la evaluación con finalidades pedagógicas (sin obviar las acreditativas): evaluación del aprendizaje y para el aprendizaje (William, 2000;Broadfoot y Black, 2004;MCdonald, 2006;Birembaum et al, 2006). La autorregulación, es un proceso complejo en el cual intervienen diversos factores cognitivos, metacognitivos, emocionales, afectivos y motivacionales y la evaluación con función pedagógica y continua, ofrece a los docentes la oportunidad de realizar un seguimiento del proceso de aprendizaje de los alumnos obteniendo resultados sobre el grado de adquisición de las competencias que les permite proporcionarles información sobre su propio proceso de aprendizaje, así como de posibles vías para mejorarlo (Pintrich, 2000;Torrano y González, 2004;Delgado et al, 2005).…”

Designing E-Learning Collaborative Tools for Blind People

“…This effort and consequent tasks increase still more for teachers with some sort of physical disability who address the same problems as students with special needs. Other general and cultural obstacles for applying the Cone of Learning are (Potts & LaMarsh 2004;Birenbaum et al 2006): 1) despite the fact that world knowledge increases exponentially so fast, and quick adaptation is necessary, most academic institutions continue to rely on older educational methods; 2) Higher education is not yet using technology to its best advantage and rapid industry development is infrequently in correlation with the education programs; 3) there is a gap between the knowledge that is taught in the university or in the educational institutes and that required to students in the actual jobs. In the same paper, Birenbaum, states that in various European countries current assessments focus on "teaching for assessment and not teaching for learning"; this practices is limited in scope and fails too many learners because they ignore individual learner differences.…”