TY - BOOK
T1 - D.1.1
T2 - Preaty State of the art report on modern assessment approaches and tools (version 3)
AU - Rodríguez-Triana, Maria-Jesús
AU - Martínez-Monés, Alejandra
AU - Villagrá-Sobrino, Sara
AU - Jorrín-Abellán, I
AU - Rusman, Ellen
AU - Retalis, Simos
AU - Frangou, Yolanda
AU - Boon, Jo
AU - Economou, Anastasia
AU - Valoriani, Matteo
N1 - DS_Citation:Rodríguez-Triana, M. J., Martínez-Monés, A., Villagrá-Sobrino, S. L., Jorrín-Abellán, I. M., Rusman, E., Retalis, S., Frangou, Y., Boon, J., Economou, A., & Valoriani, M. (contributors) (2014). D.1.1 Preaty State of the art report on modern assessment approaches and tools (version 3). Preaty Project.
PY - 2014/11/12
Y1 - 2014/11/12
N2 - This document is framed within the European Lifelong Learning project “Proposing
modern e‐assessment approaches and tools to young and experienced in‐service
teachers” (PREATY). The main purpose of this document is to identify the most
relevant educational and technical considerations that may lead the decisions made
in other related work packages.
This document:
- examines the key skills and competences that are needed to be assessed in a
Technology Enhanced Environment;
- reviews modern assessment approaches and tools for assessing key skills and
competences;
- reviews teacher training policies in the national and regional contexts of the
partners who will be in charge of organizing teacher workshops in their
countries;
- proposes guidelines for teacher training on modern assessment approaches
and tools;
From this work we can conclude that:
- some skills and competences are not frequently addressed by the schooling
system. There is a need to increase reflection and awareness about how
these skills and competences can be assessed;
- some of the reviewed e‐assessment approaches and tools, like e‐Portfolio,
rubrics and some integrated tools have been applied in secondary school
contexts, just a few have been applied in primary education;
- some approaches like learning analytics are still far from their adoption by
teachers at any of the two levels;
- a training approach for primary schools could be to familiarize teachers with
not only the tools but also the formative e‐assessment approaches;
- introducing formative e‐assessment in the schools requires both a change in
the mentality of teachers (and other stakeholders) and tools that are better
adapted to their needs and contexts. The PREATY project aims to contribute
to both lines of work.
AB - This document is framed within the European Lifelong Learning project “Proposing
modern e‐assessment approaches and tools to young and experienced in‐service
teachers” (PREATY). The main purpose of this document is to identify the most
relevant educational and technical considerations that may lead the decisions made
in other related work packages.
This document:
- examines the key skills and competences that are needed to be assessed in a
Technology Enhanced Environment;
- reviews modern assessment approaches and tools for assessing key skills and
competences;
- reviews teacher training policies in the national and regional contexts of the
partners who will be in charge of organizing teacher workshops in their
countries;
- proposes guidelines for teacher training on modern assessment approaches
and tools;
From this work we can conclude that:
- some skills and competences are not frequently addressed by the schooling
system. There is a need to increase reflection and awareness about how
these skills and competences can be assessed;
- some of the reviewed e‐assessment approaches and tools, like e‐Portfolio,
rubrics and some integrated tools have been applied in secondary school
contexts, just a few have been applied in primary education;
- some approaches like learning analytics are still far from their adoption by
teachers at any of the two levels;
- a training approach for primary schools could be to familiarize teachers with
not only the tools but also the formative e‐assessment approaches;
- introducing formative e‐assessment in the schools requires both a change in
the mentality of teachers (and other stakeholders) and tools that are better
adapted to their needs and contexts. The PREATY project aims to contribute
to both lines of work.
KW - e-assessment
KW - formative assessment
KW - summative assessment
KW - technology-enhanced assessment
M3 - Deliverable
BT - D.1.1
PB - Preaty
ER -