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Learning to learn and assessment: Complementary concepts or different worlds?
Educational Research ( IF 2.968 ) Pub Date : 2021-01-22 , DOI: 10.1080/00131881.2021.1871576
Cristina Stringher 1 , Hugo Armando Brito Rivera 1 , Salvatore Patera 1 , Irene Silva Silva 2 , Ana Castro Zubizarreta 3 , Claudia Davis Leme 4 , Daniela Torti 5 , María del Carmen Huerta 1 , Francesca Scrocca 1
Affiliation  

ABSTRACT

Background: ‘Learning to Learn’ (L2L) is considered a key skill for the twenty-first century. It is understood here as a hyper-competence, which mobilises resources of the individual and/or groups in a sense-making effort to improve or update one’s own learning. By means of classroom assessment during the teaching-learning cycle, teachers can promote this competence in their daily practice. This paper focuses on the L2L–assessment relationship, presenting data from an international qualitative research project conducted in Brazil, Ecuador, Italy, Mexico, Spain and Uruguay from a comparative perspective.

Purpose: The study sought to explore the relationship between teachers’ L2L conceptualisations and their assessments in a sample of preschool, primary and secondary school teachers. Key questions addressed were: how did interviewed teachers define L2L? What, if any, was the connection between teachers’ assessment methods and their own L2L definition?

Methods: The analysis drew on data collected from 123 interviews with teachers, deploying a qualitative descriptive approach. L2L definitions were classified as broad or narrow according to Hounsell. A connection was assigned to each interview depending on whether teachers’ assessment and L2L responses included aspects related to L2L theory.

Findings and conclusion: Around one-third of interviewees provided a definition of L2L consistent with the intended purposes of assessments that contribute to the development of L2L. Approximately one-fifth was classified with partial connection and almost half was classified as showing no connection. The L2L–assessment relationship is explored in terms of similarities and differences between countries. Overall, the study draws attention to the need for increasing teacher awareness of the L2L–assessment connection during initial and in-service teacher education, in order for teachers to develop assessment practices conducive to L2L.



中文翻译:

学习学习和评估:互补的概念还是不同的世界?

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背景:“学习学习”(L2L)被认为是二十一世纪的一项关键技能。在这里被理解为一种超能力,它动员个人和/或群体的资源进行明智的努力,以改善或更新自己的学习。通过在教学过程中进行课堂评估,教师可以在日常练习中提高这种能力。本文着重于L2L与评估的关系,从比较的角度介绍了在巴西,厄瓜多尔,意大利,墨西哥,西班牙和乌拉圭进行的一项国际定性研究项目的数据。

目的:本研究旨在探索学前,小学和中学教师样本中教师的L2L概念化及其评估之间的关系。解决的关键问题是:受访教师如何定义L2L?教师的评估方法和他们自己的L2L定义之间有什么联系(如果有)?

方法:该分析采用了从123次教师访谈中收集的数据,采用了定性的描述性方法。根据Hounsell,L2L定义分为广义或狭义。根据教师的评估和L2L回答是否包括与L2L理论相关的方面,为每个访谈分配了联系。

结果与结论:大约三分之一的受访者提供了L2L的定义,该定义与有助于L2L发展的评估预期目的一致。大约五分之一被分类为部分连接,几乎一半被分类为无连接。从国家间的异同出发,探讨了L2L与评估的关系。总的来说,该研究提请注意在初学者和在职教师教育期间,需要提高教师对L2L与评估联系的认识,以便教师发展有利于L2L的评估实践。

更新日期:2021-03-01
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