Assessment in Schools – Learning to Learn

Hautamäki, Asta; Hautamäki, Jarkko; Kupiainen, Sirkku

doi:10.1016/b978-0-08-044894-7.00323-7

Cited by 19 publications

(21 citation statements)

References 12 publications

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“…In this scenario, two OECD data sets were combined: the use of money in education in a country and the students' learning outcomes, as measured by the PISA test. The Finnish students' performance clearly exceeds expectations based on the fairly average level of expenditure in education in Finland, indicating that the effectiveness of an education system is not just tied to expenditures (Hautamäki et al, 2008). Finland differs from other countries, especially, based on the ways that equality and equity are implemented in the system.…”

Section: Evidence For the Effectiveness Of The Decentralised Educatiomentioning

confidence: 74%

Governance decentralisation in education: Finnish innovation in education

Lavonen

2017

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This paper introduces a Finnish education innovation known as decentralisation in education. The innovation is described based on education policy documents, research papers and two short interviews with national and municipality experts in curriculum design. In a decentralised education system local providers of education (municipalities) and teachers play important roles in the preparation of local curriculum and learning environments, including the use of digital learning tools and environments. Education providers localise the national aims and content and describe how education is organised. Classroom-based assessment is another characteristic of decentralisation. Three preconditions are required for a decentralised education system to be effective: 1) common, national level, long-term strategic aims and must be established and local level plans, such as curriculum and an equity plan, must be developed and the implemented, 2) quality work, student assessment, continuous improvement of learning environments and practices implemented at the local level and 3) professional teachers must collaborate and engage in broad planning and assess their teaching abilities and their students' learning outcomes. Keywords.-Education policy, digital strategy, curriculum, quality assuramce, assessment ResumenEste documento introduce a la innovación educativa finlandesa conocida como "descentralización educativa". Esta innovación en primer lugar se describe sobre la base de documentos de política educativa, documentos de investigación y dos breves entrevistas con expertos nacionales y municipales en el diseño curricular.1 This material is based upon work supported by the Finnish Academy (no. 298323 and 294228) 2 Nota del Editor.-El presente artículo se considera acogido a dos tipos de contribuciones de las consignados en las normas editoriales (http://www.um.es/ead/red/normasRED.htm#_Toc417848548):"La política o la investigación" e "innovación o innovaciones en curso". Además la innovación propuesta es aplicable en distintos entornos de aprendizaje, en particular a los entornos apoyados con la tecnología como el propio autor reconoce cuando dice en la página 8: Governance decentralisation in education: Finnish innovation in education. Jari Lavonen.Página 2 de 22En un sistema educativo descentralizado, los proveedores locales de educación (los municipios) y los maestros desempeñan un papel importante en la preparación de planes de estudio y entornos de aprendizaje locales, incluido el uso de herramientas y entornos de aprendizaje digital. Los proveedores de educación localizan los objetivos y contenidos nacionales y describen cómo se organiza la educación. La evaluación basada en el aula es otra característica de la descentralización. Para que un sistema de educación descentralizada sea eficaz, se requieren tres condiciones previas: 1) que haya a nivel nacional, a nivel nacional, objetivos estratégicos a largo plazo y establezcan planes a nivel local, tales como un plan de estudios y un plan de equidad; 2) Que existan ...

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Section: Evidence For the Effectiveness Of The Decentralised Educatiomentioning

confidence: 74%

Governance decentralisation in education: Finnish innovation in education

Lavonen

2017

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“…Structural embedding of microthin film sensors into tools could provide efficient sensor protection by avoiding direct contact with the chip or workpiece while allowing for sensing very close to the tool-workpiece interface. Sensor embedding has been studied for composite materials [9][10][11][12] as well as metal structures [13][14][15][16]. An earlier study proved the feasibility of sensor embedding into ceramic substrates [17] using a diffusion bonding technique.…”

Section: Introductionmentioning

confidence: 99%

Tool Embedded Thin Film Microsensors for Monitoring Thermal Phenomena at Tool-Workpiece Interface During Machining

Werschmoeller

Ehmann

2011

Journal of Manufacturing Science and Engineering

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Existing thermal sensors for machining processes are having difficulties to reliably provide high spatial and temporal resolutions for monitoring and control of the dynamic thermal phenomena at the tool-workpiece interface during machining. This paper presents a novel approach to obtain transient tool internal temperature data reliably from a very close di.stance to the tool-workpiece interface. An array of nine microthin film thermocouples, fabricated using standard microfabrication methods, has been embedded into polycrystalline cubic boron nitride (PCBN) cutting inserts by means of diffusion bonding. Scanning electron microscopy was performed to examine thin film sensor and host material interactions at the bonding interface and to determine optimal bonding parameters. The thin film microthermal sensors were statically and dynamically characterized by heating in a tube furnace and application of pulsed laser radiation. The embedded thin film thermal sensors exhibit good linearity, sensitivity, and extremely fast response time. The instrumented PCBN inserts were applied in machining of aluminum alloy 6061 disks at various cutting speeds and feed rates. Embedded into the PCBN inserts at numerous distances of 75-450 fim from tool rake face and 100-500 fim from tool fiank face, these microsensors enabled the sensing of transient cutting temperature fields with high spatial and temporal resolutions. The temperature data obtained during cutting demonstrate the functionality of the tool embedded microthermal sensors and their value for fast, accurate, and reliable monitoring, which will be of .significance for both fundamental study and in-process control of machining operations.

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“…The notion of learning may be approached from a cognitive, affective or metacognitive point of view; our study explores some aspects of the latter two. In the cognitive dimension of learning, knowledge processing and creation are the traditional focus of attention; the affective dimension places the main emphasis on children's attitudes, beliefs, social skills, motivation and confidence (Habók 2015b;Hautamäki et al 2010;Hoskins and Fredriksson 2008); and the metacognitive dimension is concerned with time and information management, awareness, reflection and monitoring (Hoskins and Fredriksson 2008).…”

Section: Introductionmentioning

confidence: 99%