Implementing the EU Key Competences for Active Citizenship Teaching Latin-Italian Literature and Assessing Students

2013 ◽  
pp. 218-246
Author(s):  
Angelo Chiarle
Keyword(s):  
Critical Reflection ◽  
Italian Literature ◽  
Authentic Assessment ◽  
Habits Of Mind ◽  
Assessment Practices ◽  
Active Citizenship ◽  
Understanding By Design ◽  
Latin Language ◽  
Language And Literature ◽  
Key Competences

To meet the complex challenge set by the 2006 European Reference Framework of the Key Competences for Lifelong Learning, different didactic tools seem necessary: cooperative learning, problem solving, authentic assessment, understanding by design, differentiated instruction, habits of mind, critical thinking, and student portfolio. Since 1998, teaching both Italian and Latin Language and Literature in two Licei Scientifici Statali in the Province of Turin (Piemonte) to students aged 14 through 19, the author has gradually implemented all these didactic tools. The author’s working hypothesis is to construct the “three storey competence building” starting from the daily “ground floor” of attitudes or habits of minds, rising whenever possible to the “first floor” of authentic assessment, coming up to the “attic” of student portfolio with some willing students. The author’s main goal is to submit some critical reflection and evidence on what teachers can really achieve with their students if they accept the challenge of refocusing their instruction and their assessment practices.

Latin

2007 ◽  
Author(s):  
Richard Sharpe ◽  
Alan Deyermond
Keyword(s):  
Twentieth Century ◽  
Great Britain ◽  
Middle Ages ◽  
Western Europe ◽  
Background Information ◽  
Latin Literature ◽  
Medieval Studies ◽  
Latin Language ◽  
Language And Literature

This chapter examines the study of Latin language and literature in Great Britain during the twentieth century. It explains that Latin is so pervasive in the literature, philosophy, science, law and historiography of medieval western Europe that most aspects of scholarship on Latin are covered in most medieval studies. It provides background information on Latin language of the earlier middle ages and discusses Latin literature.

Re-Seeing in the Mirror of Creative Critical Reflection

2014 ◽  
Vol 5 (1) ◽  
pp. 15-22
Author(s):  
Laurence Robert Cohen
Keyword(s):  
Critical Reflection ◽  
Career Path ◽  
Transformative Education ◽  
Habits Of Mind ◽  
Practical Application ◽  
Work History ◽  
Sense Of Identity

This essay examines the practical application of transformative education in a vocational classroom where students learn how to write a resume. The construction of a new resume in this classroom calls on students to reexamine their previous work history in order to make connections between their past, their present, and their future. This reexamination also calls upon the student to critically reflect on the meaning and structure of their work history and, in the process, examine habits of mind and meaning perspectives which have previously defined them. When students successfully negotiate this process, they find a revised sense of identity, re-seeing themselves in their internal mirror. Their images of themselves take on new dimensions, and they feel more capable of completing their education and succeeding in their new career path.

Authentic Assessment as a Tool to Enhance Student Learning in a Higher Education Institution

2020 ◽  
pp. 256-271
Author(s):  
Abatihun Alehegn Sewagegn ◽  
Boitumelo Molebogeng Diale
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Authentic Assessment ◽  
Education Institution ◽  
Assessment Methods ◽  
Assessment Practices ◽  
Higher Education Institution ◽  
Traditional Assessment ◽  
Qualitative Research Design ◽  
Current Assessment

Authentic assessment plays a great role in enhancing students' learning and makes them competent in their study area. Studies indicate that assessment is authentic when the tasks have real-life value and students perform real-world tasks. Therefore, this chapter shows how lecturers practice authentic assessment to enhance students' learning in a higher education institution. To achieve this, the authors used a phenomenological qualitative research design. An interview was used to collect data. The result indicated that lecturers are highly dependent upon traditional assessment methods, which have no significant contribution to the competency of students. The practice of authentic assessment methods as a tool to enhance students' learning is limited. Therefore, the authors can conclude that enhancing students' learning using authentic assessment in their study areas is untenable if the lecturers continue to utilize their current assessment practices.

scholarly journals Curriculum Integration: Opportunities to Maximize Assessment as, of, and for Learning

2010 ◽  
Vol 44 (3) ◽  
pp. 451-465
Author(s):  
Sheryl MacMath ◽  
John Wallace ◽  
Xiaohong Chi
Keyword(s):  
Student Learning ◽  
Mixed Method ◽  
Curriculum Integration ◽  
Teacher Practice ◽  
Authentic Assessment ◽  
Middle School Student ◽  
Assessment Practices ◽  
Using Data ◽  
Relationship Of ◽  
The Relationship

Abstract Curriculum integration, focusing on multidisciplinary tasks/projects relevant to the real-world, lends itself to authentic assessment practices. However, attempting to incorporate assessment of, for, and as learning can be challenging. Using data from two mixed method case studies (n=52, n=27) which tracked middle school student learning throughout separate integrated units, we analyzed the types of assessments used by teachers and the relationship of assessment to student learning. Results and implications for teacher practice are explored.

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