The problem of humanitarian assessment in social, emotional and ethical learning

Introduction. The authors investigate the nature of assessment in social, emotional and ethical learning (SEE learning). The aim of this research is to develop the key principles of assessment for designing an assessment model in social, emotional and ethical learning - a new educational framework, based on the general understanding of humanitarian assessment and the specific clarification of SEE learning as an innovative educational phenomenon. Materials and Methods. The research methodology is determined by the nature of the present stage of the research. It includes analytical work in such fields of study as philosophy of education and theoretical educational research, and is based on generally used approaches and methods of the relevant academic areas, in particular: general philosophical analysis, socio-philosophical analysis, phenomenological approach, dialectical method, typology and clarification approaches, complex analysis of paradigmatic components of educational programs, reviewing psychological and educational literature, and educational modeling. Results. The authors identified the SEE learning typology as a phenomenon of the humanitarian education paradigm in the 21st century and revealed characteristics determined by its genesis and structure, covering a number of areas. The authors clarified the phenomenon of humanitarian assessment by means of explaining the contradictions in the nature of assessment and the influence of the educational paradigm on the assessment. Based on the obtained understanding and analysis of existing research investigations in the field of assessing and social-emotional learning, the authors identified general principles of humanitarian assessment within the framework of SEE learning, and developed a number of preliminary specific decisions regarding assessment in SEE learning, intended for the future assessment model of social-emotional-ethical education. Conclusions. The article concludes that the SEE learning assessment model should be determined by the humanitarian paradigm and rely on fundamental principles of humanitarian assessment. Keywords Social-Emotional and ethical learning; Emotional intelligence; Humanitarian assessment; Humanistic paradigm; Person-centered philosophical and anthropological perspective.

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Información mecanística en la evaluación de riesgos. Una aproximación desde las explicaciones basadas en mecanismos

Contrastes Revista Internacional de Filosofía ◽

10.24310/contrastescontrastes.v0i0.1155 ◽

2013 ◽

Author(s):

Juan B. Bengoetxea ◽

José L. Luján ◽

Oliver Todt

Keyword(s):

Risk Assessment ◽

Assessment Model ◽

Philosophical Analysis ◽

Risk Assessment Model ◽

Information Risk ◽

Mechanistic Explanations ◽

Modes Of Action ◽

Made In

RESUMENDesde la década pasada, en la evaluación de riesgos se ha propuesto utilizar la información mecanística con un doble propósito: seleccionar guías de inferencia y realizar extrapolaciones inter-químicas para establecer categorías de tóxicos. En este trabajo se utilizan aportaciones procedentes del análisis filosófico de las explicaciones mecanísticas para analizar el concepto de información mecanística utilizado en la evaluación de riesgos. Categorizamos la información mecanística de los modos de acción en términos de explicaciones etiológicas que emplean bosquejos de mecanismos. El grado de detalle que ha de incorporar la información mecanística en la evaluación de riesgos dependerá, entre otros factores, de consideraciones pragmáticas respecto del uso posterior de dicha información.PALABRAS CLAVEINFORMACIÓN MECANÍSTICA, EVAVALUACIÓN DE RIESGOS, MODELO, BOSQUEJO, EXPLICACIÓN.ABSTRACTSince the 2000s, in risk assessment studies it is usual to use mechanistic information with a double aim: to select inference guidelines and to make inter-chemical extrapolations to categorize toxics. Here, we use the contributions made in philosophical analysis of mechanistic explanations to analyze the concept of mechanistic information used in the risk assessment. We classify mechanistic information, specifically that concerning modes of action, in terms of etiological explanations employing sketches of mechanisms. The grade of the details that mechanistic information must incorporate to risk assessment depends on, among other factors, pragmatic considerations on the further use of such information.KEYWORDSMECHANISTIC INFORMATION, RISK ASSESSMENT, MODEL, SKETCH, EXPLANATION.

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Implementation of an Authentic Assessment Model to Improve the Quality of Learning Assessment

Jurnal Pendidikan Teknologi dan Kejuruan ◽

10.21831/jptk.v25i1.20072 ◽

2019 ◽

Vol 25 (1) ◽

pp. 103-115

Author(s):

Rini Agustiningsih ◽

Dwi Rahdiyanta

Keyword(s):

Instrument Validation ◽

Sampling Technique ◽

Authentic Assessment ◽

Assessment Model ◽

Assessment Instrument ◽

Learning Assessment ◽

Research Subjects ◽

Vocational High Schools ◽

Assessment Results

An assessment instrument is one of the most important factors to guarantee objectivity, fairness, and accuracy in assessing the level of students' performances in the learning process. This study aims to produce an authentic assessment model in problem solving learning. The objectives of this studyare to examine: (1) the feasibility of the developed authentic assessment model in the aspects of practicality, effectiveness, and feasibility of assessment; and (2) the accuracy of the assessment results from the authentic assessment model. This study was a research and development that adopts the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) development model. The research subjects consisted of eight teachers and 44 students selected with a purposive sampling technique. This study was conducted in 4 Vocational High Schools in Yogyakarta. The research instrument validation was examined by expert judgment. The data were collected using questionnaires and observation sheets. Its data wereanalysed with descriptive statistical techniques, inter-rater reliability, inter-item correlation, and intraclass correlation.The results of the study show that (1) the developed authentic assessment model was feasible to be implemented since it fulfilled the requirements of practicality, effectiveness and implementation; and (2) the level of accuracy of the assessment results from the authentic assessment model has a very good criteria with κ mean of 0.978.

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Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments

Virtual Reality in Education ◽

10.4018/978-1-5225-8179-6.ch002 ◽

2019 ◽

pp. 26-51

Author(s):

Donna Russell ◽

Steven E. Wallis

Keyword(s):

Learning Environments ◽

Problem Based Learning ◽

Design Procedure ◽

Virtual Learning ◽

Integrated System ◽

Virtual Learning Environments ◽

Assessment Model ◽

Educational Game ◽

Learning Assessment ◽

Evaluation Of Learning

The purpose of this chapter is to develop a template for the evaluation of learning in an educational game. In this case, gaming is referred to as 3D immersive virtual learning environments. Problem-based learning is the design template for the IVLE as it engages learners in defined learning behaviors that have been shown to encourage advanced problem-based learning. As a result of this holistic design procedure the learning analytic system proposed in this chapter is an integrated system that can be linked to P-12 educational programs augmenting their traditional programs and providing alternative instructional procedures, alternative learning processes for students and a standards-based but a more individualistic and thus viable assessment of learning to replace an outdated learning assessment model.

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A Phenomenological Study of the Social/Emotional Characteristics of Gifted Learning Disabled Children

journal for the education of the gifted ◽

10.1177/016235329201600107 ◽

1992 ◽

Vol 16 (1) ◽

pp. 55-72 ◽

Cited By ~ 36

Author(s):

Laurel Vespi ◽

Carolyn Yewchuk

Keyword(s):

Emotional Development ◽

Phenomenological Study ◽

Phenomenological Approach ◽

Learning Disabled ◽

Future Research ◽

Gifted Children ◽

Disabled Children ◽

Social Emotional Development ◽

Social Emotional ◽

The Social

The purpose of this study was to explore the social/emotional development of gifted learning disabled students using a phenomenological approach. A series of interviews was conducted with four gifted learning disabled boys aged nine to twelve, their parents, and their teachers. Using procedures recommended by Colaizzi (1978) and Kruger (1979), themes were extracted from the interviews, and then grouped into categories to provide an overall description of the characteristics of gifted learning disabled children's social/emotional development. After comparing these characteristics to those of gifted children and learning disabled children, implications were drawn for educational programming and future research.

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Kuki Shūzō

The Oxford Handbook of Japanese Philosophy ◽

10.1093/oxfordhb/9780199945726.013.27 ◽

2017 ◽

pp. 522-542

Author(s):

Graham Mayeda

Keyword(s):

Eighteenth Century ◽

Phenomenological Approach ◽

Philosophical Analysis ◽

Philosophy Professor ◽

The Aesthetic ◽

Aesthetic Sensibility ◽

Floating World ◽

The Way

This chapter explores the aesthetics and ethics of Kuki Shūzō (1888–1941), a poet and philosophy professor at Kyoto University. It explains Kuki’s unique phenomenological approach to philosophical analysis. It also describes Kuki’s portrayal of the aesthetic sensibility of the “Floating World” as captured by the concept of iki (いき), the aesthetic sensibility of the geisha (芸者) and patrons of the pleasure quarters of Tokyo at the end of the eighteenth century. Finally, it addresses what Kuki thought about “fate”—a concept central to the philosophy of Buddhism and bushidō (武士道; the way of the samurai)—and its related concepts of chance, necessity, possibility, and impossibility. The focus of the text is on an exposition of the links between Kuki’s work on aesthetics and chance and on the ethics he articulates through his studies.

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Model Penilaian Portofolio untuk Meningkatkan Kemandirian Peserta Didik: Sebuah Kajian Literatur

Duconomics Sci-meet (Education & Economics Science Meet) ◽

10.37010/duconomics.v1.5459 ◽

2021 ◽

Vol 1 ◽

pp. 321-336

Author(s):

Defika Putri Nastiti ◽

Sigit Santoso ◽

Sudiyanto Sudiyanto

Keyword(s):

Portfolio Assessment ◽

Approaches To Learning ◽

Learning Objectives ◽

Assessment Model ◽

Learning Assessment ◽

Learning Scenarios ◽

The Will ◽

Materials Used ◽

Attention To Students ◽

Specific Learning

Currently the world is preparing for the era of society 5.0, in this era the education sector encourages the development of a more personal way of learning, so that students' learning independence and unique approaches to learning are prioritized. Learning independence plays an important role for students, because students are required to be able to take responsibility for making decisions related to their learning process and have the ability to carry out the decisions they make. In fact, the learning independence of students tends to be low, this is due to the learning objectives and non-specific learning methods that lead to increasing learning independence. Teachers must have the will and skills to change the way they relate to students, starting from paying attention to students' initial independence, teaching materials used, learning, scenarios or syntax and learning assessment. The main focus of this study is on the use of the portfolio assessment model as an effort to increase the learning independence of students in learning economics. The results of the study concluded that the use of the portfolio assessment model can increase the learning independence of students. So that the portfolio assessment model needs to be developed to increase the learning independence of students in learning economics

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Social-Emotional and Ethical Learning of Younger Schoolchildren in the Formation of Civil and Historical Competence

Studia Gdańskie. Wizje i rzeczywistość ◽

10.5604/01.3001.0014.2508 ◽

2020 ◽

Vol XVI ◽

pp. 9-22

Author(s):

Mariia Ivanchuk ◽

Taisiia Tsurkan

Keyword(s):

Three Dimensions ◽

Learning Trajectories ◽

Social Emotional ◽

Emotional Literacy ◽

Knowledge And Skills ◽

Types Of Knowledge ◽

Educational Trajectories ◽

Ethical Learning ◽

Civic Competence

The essence of the concepts “historical competence”, “civic competence”, “emotional literacy” is highlighted. It is substantiated that socio-emotional and ethical learning (SEE Learning) is based on three dimensions that correspond to the types of knowledge and competencies that SEE Learning seeks to transfer to students: awareness, empathy, involvement. Three levels of SEE Learning are characterized: personal, social, systemic. Four key learning trajectories have been identified and analyzed to facilitate the acquisition and internalization of knowledge and skills at each of the three levels of understanding at SEE Learning. It is established that educational trajectories are pedagogical components that broadly outline the ways of studying, critically evaluating and interna-lizing various topics and skills of socio-emotional and ethical learning.

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The Surface Temperature Factor - An Assessment Criterion of Superficial Condensation Risk

Advanced Engineering Forum ◽

10.4028/www.scientific.net/aef.21.497 ◽

2017 ◽

Vol 21 ◽

pp. 497-505

Author(s):

Irina Baran ◽

Mihaela Stela Georgescu ◽

Laura Dumitrescu ◽

Irina Bliuc ◽

Radu Aurel Pescaru

Keyword(s):

Complex Analysis ◽

Phenomenological Approach ◽

Temperature Factor ◽

Simultaneous Action ◽

Risk Level ◽

Indoor Climate ◽

Climate Conditions ◽

Outdoor Climate ◽

Surface Condensation ◽

Definition Of

The emergence of condense phenomenon, generally associated with the mould, on the inner surface of the closing elements affects not only the finishing works quality, but also the comfort conditions and, not least, the occupants’ health. The phenomenon is caused by the simultaneous action of several categories of factors. If factors related to the design and structure of closing elements can be controlled by proper design and execution respecting the quality requirements, those related to users’ behaviour and to indoor and outdoor climate conditions, have a variable and random character. Hence there is the possibility that all or most of parameters, that reflect the action of these factors simultaneously, reach values that can cause mould and condensation on the surface. In these circumstances we can speak of a risk level defined as the possibility of producing an undesirable event. The risk assessment involves the precise definition of it and finding a way to calculate how often such an event may occur under particular conditions. One of the criteria to be taken into account to estimate the risk of superficial condensation is the temperature factor. The effective value of this criterion is influenced by several categories of factors that refer to the indoor climate conditions influenced by users’ behaviour, constructive and architectural features and outdoor climate. The objective of this paper is to integrate a phenomenological approach of producing the surface condensation and mould in a complex analysis, through this global criterion, using the concept of "risk”.

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