scholarly journals Evaluación formativa y compartida en la universidad: clarifi- cación de conceptos y propuestas de intervención desde la Red Interuniversitaria de Evaluación Formativa

2017 ◽  
Vol 4 (1) ◽  
pp. 117 ◽  
Author(s):  
Víctor Manuel López Pastor
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Final Section ◽  
The State ◽  
Conceptual Clarification ◽  
The Third ◽  
European Area ◽  
Assessment In Higher Education ◽  
La Red ◽  
Terminological Confusion

Resumen: La finalidad de este trabajo es triple: (a)-realizar una introducción a la temática de la evaluación formativa y compartida en docencia universitaria y sus conexiones con el proceso de convergencia hacía el Espacio Europeo de Educación Superior (EEES); (b)-establecer una aclaración conceptual de los diferentes términos que se están utilizando actualmente en la literatura especializada en relación con la evaluación formativa y la participación del alumnado en la evaluación; (c)-realizar una breve introducción a la propuesta de Evaluación Formativa y Compartida en docencia universitaria que hemos desarrollado desde la Red. El contexto en el que se sitúa los trabajos de este monográfico es la Red de Evaluación Formativa y Compartida en docencia universitaria, su evolución y las diferentes líneas de innovación e investigación que está desarrollando desde hace seis años. En el primer apartado realizamos una introducción al tema y su conexión con el proceso de Convergencia hacía el EEES. En el segundo llevamos a cabo una aclaración conceptual y terminológica sobre evaluación formativa y compartida en la universidad; también explicamos la confusión que ha surgido en los últimos años y apuntamos una solución para superarla. En el tercer apartado analizamos el estado de la cuestión sobre evaluación formativa y compartida en la universidad, así como las evidencias encontradas hasta el momento sobre sus ventajas respecto a los modelos tradicionales. En el cuarto y último apartado presentamos, de forma resumida, una propuesta concreta y contrastada de evaluación formativa y compartida en la universidad que puede ser aplicada a cualquier contexto. Formative and shared assessment in higher education. Clarifying concepts and proposing interventions from the Formative and Shared Assessment Network Abstract: The purpose of this paper is threefold: (a)-making an introduction to the formative and shared assessment at Higher Education teaching and tracing its connections within the process of convergence towards the Higher Education European Area (HEEA), (b) - establishing a conceptual clarification of the different terms that are currently used in the literature in relation to the formative assessment and student participation in assessment, (c)- making a brief introduction to the proposal of Formative and Shared Assessment in Higher Education that we have developed from our Network. The monograph included in this issue is based on the Formative and Shared Assessment Network in Higher Education , and it shows the evolution and the different lines of innovation and research that participants have been developed for six years. In the first section of this paper an introduction of the Formative and Shared Assessment in Higher Education and its connection with the process of Convergence towards the HEEA is showed. In the second section we carry out a conceptual and terminological clarification on the Formative and Shared Assessment in Higher Education, suggesting some solutions for the terminological confusion on this issue that has arisen in recent years In the third section we analyze the state of the formative and shared assessment in Higher Education and the evidence found so far on its advantages regarding traditional models. In the fourth and final section we show a concrete proposal of formative and shared assessment in higher education that has been proved within our Network and which could be applied to other contexts.

Subaltern Migrations and the State

2017 ◽  
Author(s):  
Philipp Zehmisch
Keyword(s):  
Final Section ◽  
Social Engineering ◽  
The State ◽  
Penal Colony ◽  
The Third ◽  
Dynamic Relationship ◽  
Historical Processes ◽  
Subaltern Agency ◽  
History Of ◽  
Media Reports

This chapter considers the history of Andaman migration from the institutionalization of a penal colony in 1858 to the present. It unpicks the dynamic relationship between the state and the population by investigating genealogies of power and knowledge. Apart from elaborating on subaltern domination, the chapter also reconstructs subaltern agency in historical processes by re-reading scholarly literature, administrative publications, and media reports as well as by interpreting fieldwork data and oral history accounts. The first part of the chapter defines migration and shows how it applies to the Andamans. The second part concentrates on colonial policies of subaltern population transfer to the islands and on the effects of social engineering processes. The third part analyses the institutionalization of the postcolonial regime in the islands and elaborates on the various types of migration since Indian Independence. The final section considers contemporary political negotiations of migration in the islands.

Assessment and Meta-Assessment

2019 ◽  
pp. 233-255 ◽  
Author(s):  
Nina Birnaz ◽  
Valeria Botezatu
Keyword(s):  
Higher Education ◽  
Theoretical Model ◽  
Formative Assessment ◽  
Training Program ◽  
Learning Process ◽  
Classical Model ◽  
Research Problem ◽  
Extended Model ◽  
Measurement Feedback ◽  
Assessment In Higher Education

This chapter describes the theoretical model of ecodesign of formative assessment in higher education. In this context, the formative assessment is the technology of measurement, feedback, and appreciation that guides the training of teachers' professional competences throughout their lives. The basic idea reflected in the chapter starts from the assumption that the teacher, the student, and the content are co-participants in the learning process, the maintenance of the process being assured by communication with feedback. The chapter consists of three sections. The first section describes the differences between the classical model and the extended model of formative assessment, the latest definitions of formative assessment, meta-assessment, and ecodesign. In the second section are presented the contradictions on the basis of which the research problem is established. The chapter ends with the theoretical model of the ecosystem of the formative assessment based on the instructional dynamic and flexible strategy and also with the training program of formative assessment competence.

Technology-Based Activities as Formative Assessments in the Higher Education Classroom

2020 ◽  
pp. 233-253
Author(s):  
Diana Tang-En Chang ◽  
Jennie L. Jones ◽  
Danielle E. Hartsfield
Keyword(s):  
Higher Education ◽  
Elementary Education ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Formative Assessments ◽  
Assessment Tools ◽  
Assessment In Higher Education

Instructors across a variety of contexts and levels utilize formative assessments to measure students' progress toward meeting learning outcomes. Formative assessments are how instructors gauge whether their students have mastered content or skills or if they require additional practice and support. The purpose of this chapter is to explain how three elementary education professors utilize technology-based activities as formative assessments within their classrooms. In this chapter, the authors address the importance of using formative assessment in higher education classrooms and provide illustrative examples of how various technologies can be used as assessment tools. These examples will include game-based activities (e.g., Kahoot), presentation platforms (e.g., Nearpod), and organizational tools (e.g., Padlet). The goal of this chapter is to help support instructors in higher education who wish to incorporate technological activities while using them as formative assessments when teaching students.

scholarly journals A review of podcasting in higher education: Its influence on the traditional lecture

2009 ◽  
Vol 25 (3) ◽  
Author(s):  
Oliver McGarr
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Final Section ◽  
Relevant Literature ◽  
Additional Material ◽  
Traditional Lecture ◽  
Study Guides ◽  
The Third ◽  
Teaching In Higher Education ◽  
Key Questions

<span>This paper examines the possible influence of podcasting on the traditional lecture in higher education. Firstly, it explores some of the benefits and limitations of the lecture as one of the dominant forms of teaching in higher education. The review then moves to explore the emergence of podcasting in education and the purpose of its use, before examining recent relevant literature about podcasting for supporting, enhancing, and indeed replacing the traditional lecture. The review identifies three broad types of use of podcasting: substitutional, supplementary and creative use. Podcasting appears to be most commonly used to provide recordings of past lectures to students for the purposes of review and revision (substitutional use). The second most common use was in providing additional material, often in the form of study guides and summary notes, to broaden and deepen students' understanding (supplementary use). The third and least common use reported in the literature involved the creation of student generated podcasts (creative use). The review examines three key questions: What are the educational uses of podcasting in teaching and learning in higher education? Can podcasting facilitate more flexible and mobile learning? In what ways will podcasting influence the traditional lecture? These questions are discussed in the final section of the paper, with reference to future policies and practices.</span>

scholarly journals Why Does the State Have the Right to Control Immigration?

2017 ◽  
Author(s):  
Sarah Song
Keyword(s):  
National Identity ◽  
Political Theory ◽  
Final Section ◽  
Public Debate ◽  
The State ◽  
Immigration Law ◽  
Freedom Of Association ◽  
The Third ◽  
The Right ◽  
Normative Justification

Public debate about immigration proceeds on the assumption that each country has the right to control its own borders. But what, if anything, justifies the modern state’s power over borders? This chapter provides an answer in three parts. First, it examines the earliest immigration law cases in U.S. history and finds that the leading theorist they rely upon falls short of providing adequate normative justification of the state’s right to control immigration. In the second part, it turns to contemporary political theory and philosophy, critically assessing three leading arguments for the state’s right to control immigration: (1) national identity, (2) freedom of association, and (3) ownership/property. The third and final section offers an alternative argument based on the requirements of democracy.

scholarly journals “New Regionalization”: Modernization of Russian Universities and Experience of Germany

2019 ◽  
Vol 28 (6) ◽  
pp. 86-96 ◽  
Author(s):  
T. A. Balmasova
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Civil Society ◽  
Social Development ◽  
The State ◽  
Third Mission ◽  
Regional Context ◽  
The Third ◽  
Socio Economic Development ◽  
Russian Universities

The importance of the supporting universities in each region is quite high, because the main purpose of creating them is to provide an efficient cooperation between the region and the system of higher education. Through the supporting universities it is possible to solve the most pressing problems facing not only regions but also the state as a whole. The interaction between higher education and regions is associated with the strengthening of the “third mission” of universities, the implementation of which makes university a key «player» in the economic and social development of a region and introduces significant changes in the university’s relations with its partners: industry, business, government, civil society institutions. The first section of the article focuses on the identification of the main parameters of the regional activities of Russian universities as active participants in the socio-economic development of region. The second section systematizes the experience of German universities on the implementation of the «third mission» in the regional context.

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