Search results for "Learning assessment"
showing 9 items of 9 documents
Changing the education paradigm in oncology: ESO masterclass, 17 years of continuous success
2020
In this review, we summarize the history of the 41 Masterclasses in Clinical Oncology (MCO) organized by ESO or ESO-ESMO during the last 17 years. MCOs have been held in five different geographical regions including: a) Central Europe, b) Eastern Europe and Balkans, c) Baltic and Euroasia, d) Arab World and Southern European Countries and e) Latin America. More than 2.000 young oncologists have attended and more than 250 distinguished faculty members have actively participated. The program exposes students to sessions covering all major tumors ("big killers") and to spotlights updating information on various important cancers and related topics. Participants are able to present their own cl…
Acquisition of Generic Competencies Through Project Simulation in Translation Studies
2017
Motivated by the research in several international and interdisciplinary initiatives, for example, P21 Partnership for 21st Century Learning or the Collegiate Learning Assessment instruments, we seek for a scalable and measureable set of generic competencies for translation studies. Up to now, the acquisition of competencies in translation studies has primarily been operationalized by implementing authentic projects in higher education classes using socio-constructivist approaches. This results in a hybridization of subject-specific competencies and generic competencies in translator education. Because of the necessity to focus on the acquisition of generic competencies as a primary learnin…
La voz del estudiante en la evaluación del aprendizaje: un camino por recorrer en la universidad
2012
During 2009/2010, the current research was conducted with the aim of analysing student and teaching staff on regarding student participation in assessment. A content analysis of 76 subject outlines was carried out, and then 40 member of the teaching staff and 614 university students were surveyed. The results of the content analysis prove there is a shortage of information about and programming for student participation in assessment. Durante el curso 2009/2010 se llevó a cabo esta investigación con el objetivo de analizar la opinión y perspectiva que profesores y estudiantes universitarios tienen sobre la participación de estos últimos en el proceso de evaluación. Se realizó un análisis de…
Proyecto reflexivo de co-evaluación y auto-evaluación formativa utilizando la técnica del Puzzle de Aronson dentro del Aprendizaje Cooperativo
2020
[ES] El presente estudio tiene por objetivo la evaluación del proceso de enseñanza-aprendizaje de la educación física (EF), mediante la comparación de las percepciones del alumnado de dos cursos de primero de Bachillerato y sus dos respectivos profesores/as. Se trata de un estudio de caso, basado en técnicas de investigación cualitativas: entrevistas semiestructuradas, observación participante y general y una innovación competencial cooperativa basada en el Puzzle de Aronson. Los resultados muestran la existencia de una distancia entre la definición teórica del objetivo de la asignatura y la aplicación de esta en el aula. Este hecho se ve condicionado por limitaciones del contexto educativo…
Student voice in learning assessment: a pathway not yet developed at university
2012
During 2009/2010, the current research was conducted with the aim of analysing student and teaching staff on regarding student participation in assessment. A content analysis of 76 subject outlines was carried out, and then 40 member of the teaching staff and 614 university students were surveyed. The results of the content analysis prove there is a shortage of information about and programming for student participation in assessment. Durante el curso 2009/2010 se llevó a cabo esta investigación con el objetivo de analizar la opinión y perspectiva que profesores y estudiantes universitarios tienen sobre la participación de estos últimos en el proceso de evaluación. Se realizó un análisis de…
Adapting and Validating the Collegiate Learning Assessment to Measure Generic Academic Skills of Students in Germany: Implications for International …
2018
Starting in 2015, a German research team from the program Modeling and Measuring Competencies in Higher Education (KoKoHs), in collaboration with the US Council for Aid to Education (CAE), adapted and validated the Collegiate Learning Assessment (CLA+) for the German language and cultural context to measure generic higher-order cognitive skills of university students and graduates in Germany. In this chapter, the conceptual and methodological background, the framework of the adaptation and validation study, as well as preliminary results are presented. Finally, findings are discussed critically, and future challenges and perspectives are explored.
Objective health literacy skills among ninth graders in Finland : outcomes from a national learning assessment
2021
Background:Health literacy (HL) is an important determinant for maintaining and improving health throughout the lifespan. This underlines the need to monitor HL, including among adolescents, and to understand the factors explaining HL, with a view to decreasing differences in HL. The aim of this study was to objectively measure HL, and the relationship between HL and socio-demographic factors (gender, language of instruction, pupils’ educational aspirations, parents’ educational background and pupils’ school achievement) among pupils ( n = 3652) at the end of basic education in Finland.Methods:A nationally representative assessment, which included 55 items on HL, was conducted as a traditio…
Problematising the equivalence of the test results of performance-based critical thinking tests for undergraduate students
2015
Abstract This article compares the test results of two different performance-based assessments of critical thinking: a constructed-response task from the Collegiate Learning Assessment (CLA) and a multiple-choice questionnaire (MCQ). These tests ostensibly measure the same critical thinking skills, such as analysing, interpreting and evaluating information and problem solving. The study utilised a mixed-method approach to explore the differences in students’ ( n = 330) test scores. The results showed that the correspondence between the CLA and the MCQ was fully comparable in 45.5% of the students’ test performances. Ten percent of the students had completely opposite test results. Explanat…
The Dynamic Relationship between Response Processes and Self-Regulation in Critical Thinking Assessments
2021
Our aim was to explore higher education students’ response and self-regulatory processes plus the relationship between these, as evidenced in two types of performance-based critical thinking tasks included in the Collegiate Learning Assessment (CLA+) International instrument. The data collection consisted of 20 cognitive laboratories. The data were analyzed using a qualitative approach. The tasks were found to trigger different response and self-regulatory processes. Overall, the performance task evoked more holistic processes than the selected-response questions, in which students’ processes were more question-oriented. The results also indicated the entanglement of students’ response and …