Spécial | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | Tout
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Feedback LoopThe concept of feedback loop refers to a process when students submit their assignments for evaluation, then they receive feedback, after that they adjust their assignment accordingly, in such a way improving their learning. A key challenge for feedback practice involves promoting student uptake through the closing of feedback loops (Carless, 2018). Single-loop learning tackles an identified problem or task, whereas double-loop learning additionally re-evaluates how the problem or task is approached. | ||
Formative assessment strategyIt is an assessment strategy which combines a number of different assessment methods to collect evidence on student day-to-day learning activities and to inform teaching and learning. The most prevailing feature of formative assessment is feedback provision (Bennett, 2011). | |
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Holistic rubricsThis type of rubrics is general in scope and addresses different assessment criteria (e.g., clarity, organisation, and mechanics) at the same time in a single scale of performance levels, based on an overall judgement of the student work. | ||
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Learning OutcomesLearning outcomes can be described as statements or explanations of what a learner will know, understand and will be able to do because of engaging in and successfully completing a series of learning activities. By the definition, learning outcomes encompass the following elements: attitudes, behaviors, skills, and values. (Biggs and Tang, 2007). | |
Learning-Oriented AssessmentThe idea of learning-oriented assessment relates to assessment strategy which puts the main weight on the prospective knowledge gained by assessment. The validation comes from the two-prong approach of reorienting the possibilities gained by a purposely created summative assessment in addition to constructing development from a series of assessments (Carless, 2015). | ||
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Peer assessmentPeer assessment can be defined as an activity whereby students judge their peers’ performance or understanding (Alqassab & Panadero, 2022; Hoo, Deneen & Boud, 2022). Darvishi, Khosravi, Sadiq and Gašević (2022) also specify that it encompasses the specification of “the level, value, or quality of a product or performance of other equal-status learners” (Topping, 2009, p. 20). It can concern a wide range of student-generated outputs (e.g., oral presentations, essays, portfolios, etc.) and assume multiple formats, i.e.: i) online or in-person, ii) individual (1:1) or group-to-group, iii) open or blinded, etc. | ||
Peer assessment(See 2.1) Peer assessment can be defined as an activity whereby students judge their peers’ performance or understanding (Alqassab & Panadero, 2022; Hoo, Deneen & Boud, 2022). Darvishi, Khosravi, Sadiq, & Gašević (2022) also specify that it encompasses the specification of “the level, value, or quality of a product or performance of other equal-status learners” (Topping, 2009, p. 20). It can concern a wide range of student-generated outputs (e.g., oral presentations, essays, portfolios, etc.) and assume multiple formats, i.e.: i) online or in-person, ii) individual (1:1) or group-to-group, iii) open or blinded, etc. | ||
Peer Feedback | ||
PortfolioPortfolios can be defined as “ a purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas” (Paulson, Paulson, & Meyer, 1991, p. 60). A portfolio is a powerful assessment tool, as it is based on the systematic and often multimodal collection of a student’s work. In addition to representing a wide array of competences, portfolios may also differ in appearance, style, or presentation, thus providing evidence of students’ achievements regarding pre-defined learning outcomes. | ||