Assessment that Matters: Reflecting on the Past Ten Years

Análisis de las actividades de evaluación presentes en textos escolares chilenos

“…Estos resultados son preocupantes desde una óptica pedagógica, puesto que se contraponen a los sugerido por diferentes autores (Ajjawi et al, 2020;Carless, 2007;Jankowski et al, 2018;Serrano et al, 2018) que señalan la necesidad de promover acciones evaluativas que tengan un sentido integrador, auténtico y desafiante para el aprendizaje durante la etapa escolar. Asimismo, ninguna de las actividades evaluativas registradas en el presente estudio otorga espacio a prácticas de evaluación compartida, co-evaluación o la retroalimentación efectiva entre pares.…”

“…Debate que ha supuesto la aparición de propuestas y modelos de evaluación alternativos a los tradicionales (Baird, Andrich, Hopfenbeck y Stobart, 2017;Brown y Pickford, 2013;Heritage, 2018;McArthur, 2019;Stake, 2018), desde los cuales se plantea, con frecuencia, la necesidad de superar los paradigmas que asumen la evaluación como un mero ejercicio de control, aislado de los procesos de enseñanza-aprendizaje (E-A) (Black y William, 2018). Ello, con el fin de avanzar hacia prácticas evaluativas auténticas e integradoras que posean una función formativa, promuevan la mejora continua y favorezcan la construcción de aprendizajes mediante situaciones desafiantes para el alumnado (Ajjawi et al, 2020;Jankowski, Timmer, Kinzie y Kuh, 2018;Serrano, O'Brien, Roberts y Whyte, 2018).…”

Role of LMS Assessment Tools

“…Viewpoints of students who are the ultimate benefactors from any innovative pedagogy and tool use by faculty should also be considered by future research as well as other stakeholders like administrators and staff members such as the instructional support staff in the distance education division. While the existing literature does stress the need of assisting faculty through professional development to use assessment data for improvement, there need to be more practical examples that demonstrate such support with assessment efforts (Jankowski, Baker, & Kinzie, 2018;Schoepp & Benson, 2016). Further research need to demonstrate the connection between professional development and improvement in student outcomes (Yoon et al, 2007).…”

Assessment as sensemaking: Community college faculty chair perspectives

“…Statements of student learning outcomes establish the knowledge, skills, and abilities students should be able to demonstrate by the end of a course or program (Kuh et al, 2014). As of 2018, 82% of colleges and universities had created institution-wide student learning outcomes for all students, and 50% had aligned their academic programs with these institution-wide outcomes (Jankowski et al, 2018). Organizations such as the Association of American Colleges and Universities (AAC&U) have created national 21 st century outcomes drawn from employer surveys, higher-order skills, and a commitment to equity (Hart Research Associates, 2018).…”

“…By the 1990's, student learning outcomes had become part of compliance efforts beyond the United States, including Australia, New Zealand, the United Kingdom and South Africa (Tam, 2014). Today, college provosts continue to view compliance with accrediting bodies as the primary motivator for assessment (Jankowski et al, 2018). This is likely the result of accreditors raising their expectations on assessment from the 1980's to the present.…”