Towards an integrated model for developing sustainable assessment skills

Fastré, Greet; Klink, Marcel van der; Sluijsmans, Dominique; Merriënboer, Jeroen J. G. van

doi:10.1080/02602938.2012.674484

Cited by 33 publications

(23 citation statements)

References 54 publications

(80 reference statements)

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“…In this sense, it is essential to promote learning strategies that combine technical knowledge and transversal competences. There are several studies showing that in active learning contexts students are able to develop both competences in an integrated way (Fastré et al, 2013;Fernandes et al, 2014;Jackson, 2012;Mesquita et al, 2013;Moesby, 2005;Santandreu-Mascarell et al, 2011;Van Hattum-Janssen & Mesquita, 2011).…”

Section: Resultsmentioning

confidence: 99%

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

Lima

Mesquita

Rocha

et al. 2017

Prod.

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The engineering professional profiles have been discussed by several branches of the engineering field. On the one hand, this discussion helps to understand the professional practice and contributes to the specification of the competences that are suitable for each function and company culture. On the other hand, it is an essential starting point for the definition of curricula in engineering schools. Thus, this study aims to characterize, in an innovative way based on job advertisements, the demand for competences and areas of practice for Industrial Engineering and Management contributing for the definition of a professional profile. This characterization is based on the analysis of 1391 job advertisements, collected during seven years from a Portuguese newspaper. The data analysis takes into account the job description in which two categories were considered: areas of professional practice (e.g. project management) and transversal competences (e.g. teamwork). Considering the total number of job advertisements, it was possible to identify 1,962 cumulative references for 11 professional practice areas and 5,261 cumulative references for transversal competences. The contribution of this study lies on the identification of the main areas of practice and the main transversal competences demanded by employers.

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Section: Resultsmentioning

confidence: 99%

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

Lima

Mesquita

Rocha

et al. 2017

Prod.

View full text Add to dashboard Cite

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“…For students to become self-regulated learners, they should become responsible for their own learning as soon as possible (Nieweg, 2004). Since beginner-level students are often unable to take full responsibility for their own learning and development, external feedback on their performance and progress may be used to support them in acquiring the necessary skills to monitor their own learning (Fastré, van der Klink, Sluijsmans, & van Merriënboer, 2013).…”

Section: The Potential Of La For Callmentioning

confidence: 99%

Affordances and limitations of learning analytics for computer-assisted language learning: a case study of the VITAL project

Gelan

Fastré

Verjans

et al. 2018

Computer Assisted Language Learning

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Learning analytics (LA) has emerged as a field that offers promising new ways to support failing or weaker students, prevent drop-out and aid retention. However, other research suggests that large datasets of learner activity can be used to understand online learning behaviour and improve pedagogy. While the use of LA in language learning has received little attention to date, available research suggests that understanding language learner behaviour could provide valuable insights into task design for instructors and materials designers, as well as help students with effective learning strategies and personalised learning pathways. This paper first discusses previous research in the field of language learning and teaching based on learner tracking and the specific affordances of LA for CALL, as well as its inherent limitations and challenges. The second part of the paper analyses data arising from the European Commission (EC) funded VITAL project that adopted a bottom-up pedagogical approach to LA and implemented learner activity tracking in different blended or distance learning settings.Referring to data arising from 285 undergraduate students on a Business French course at Hasselt University which used a flipped classroom design, statistical and process-mining techniques were applied to map and visualise actual uses of online learning resources over the course of one semester.Results suggested that most students planned their self-study sessions in accordance with the flipped classroom design, both in terms of their timing of online activity and selection of contents. Other metrics measuring active online engagement -a crucial component of

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“…Fastré et al (2013) suggest that sustainable assessment demands that students make conscious comparisons between self-assessments and assessments by teachers, peers and other stakeholders, and that responsibility for the assessment process must gradually shift from the teacher to the students, because, after graduation, people themselves need to drive their own learning:…”

Section: Self-assessmentmentioning

confidence: 99%

Sustainable assessment revisited

Boud

Soler

2015

Assessment & Evaluation in Higher Education

350

202

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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.

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Towards an integrated model for developing sustainable assessment skills

Cited by 33 publications

References 54 publications

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

Affordances and limitations of learning analytics for computer-assisted language learning: a case study of the VITAL project

Sustainable assessment revisited

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