Empowering educators in digital assessment

Amante, Lúcia; Bastos, Glória; Oliveira, Isolina

http://hdl.handle.net/10400.2/11262

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Authors

Amante, Lúcia

Bastos, Glória

Oliveira, Isolina

Abstract(s)

In this paper we analyse the design and implementation of a course based on the DigCompEdu framework and integrated in a European project (e-SLP). The module was designed so that the participants realize how digital technologies can enhance existing assessment strategies, how they can be used to create or to facilitate innovative assessment approaches, and how digital technologies can be used in monitoring learner progress, by facilitating feedback and allowing educators to assess and adapt their teaching strategies. The conceptual framework of the module is based on the ideas of assessment for learning and sustainable assessment, in relation to real and professional life. The study takes a qualitative approach that investigates the work developed by the participants in the module, a group of educators from different countries. Digital evaluation strategies presented in eportfolios are analysed. We examine the diversity of digital technologies that are used, and the proposed strategies in relation to the different educational settings where the participants in the module act as educators (from basic education to non-formal education). Results show that the participants reveal some difficulties in identifying forms of digital assessment appropriate to the pedagogical scenarios they present, namely at the definition of competences and valuation criteria. There is a significant diversity of digital tools proposed. Teacher and peer assessment strategies supported in rubrics are elements that also have a significant presence in the evaluation strategies that are described. These elements reveal that training in the area of digital assessment is really extremely relevant and that teachers need to explore different digital technologies in order to adequate them to the competences to be developed and assessed.