学会学习和评估:互补的概念还是不同的世界?

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Pub Date : 2021-01-02 DOI:10.1080/00131881.2021.1871576
C. Stringher, Hugo Armando Brito Rivera, Salvatore Patera, Irene Silva Silva, Ana Castro Zubizarreta, Claudia Davis Leme, Daniela Torti, María Huerta, Francesca Scrocca
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引用次数: 1

摘要

摘要背景:“学会学习”(L2L)被认为是21世纪的一项关键技能。在这里,它被理解为一种超能力,在某种意义上调动个人和/或群体的资源,努力改进或更新自己的学习。通过在教学周期中的课堂评估,教师可以在日常实践中提高这种能力。本文侧重于L2L-评估关系,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个国际定性研究项目的数据。目的:本研究以学前、小学和中学教师为样本,探讨教师的L2L概念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?如果有的话,教师的评估方法和他们自己的L2L定义之间有什么联系?方法:该分析采用了123次教师访谈的数据,采用了定性描述性方法。根据Hounsell的说法,L2L的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,为每次面试分配了一个联系。调查结果和结论:大约三分之一的受访者提供了与有助于L2L发展的评估的预期目的一致的L2L定义。大约五分之一被归类为部分连接,几乎一半被归类为无连接。L2L-评估关系是从国家之间的相似性和差异性的角度来探讨的。总体而言,该研究提请注意,在初始和在职教师教育期间,有必要提高教师对L2L-评估联系的认识,以便教师制定有利于L2L的评估实践。
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Learning to learn and assessment: Complementary concepts or different worlds?
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.
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来源期刊
Educational Research
Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
2.90%
发文量
0
期刊介绍: Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.
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