Shows
The Tom Schimmer PodcastRisk is Reward | Doug Reeves (Pt. 1) | Targeted FeedbackIn Don't @ Me (2:16), Tom opens with an assertion that risk-taking itself can and should be the reward (as opposed to playing the results and deciding in retrospect). Then, Tom is joined by Doug Reeves (12:47) in part one of their two-part conversation; this week centers on how creativity and innovation can become more of a driving force in a 21st century, K-12 education. Finally, in Assessment Corner (39:53), Tom highlights a handbook chapter by Gordon Stobart that focuses on why it’s critical to tailor our feedback to where learners are along their learning continuums. Doug on Twitter: @Dou...2021-10-2556 min
Assess THAT with Tom & Nat! (Assessment, Feedback, Grading, and Learning)Risk is Reward | Doug Reeves (Pt. 1) | Targeted FeedbackIn Don't @ Me (2:16), Tom opens with an assertion that risk-taking itself can and should be the reward (as opposed to playing the results and deciding in retrospect). Then, Tom is joined by Doug Reeves (12:47) in part one of their two-part conversation; this week centers on how creativity and innovation can become more of a driving force in a 21st century, K-12 education. Finally, in Assessment Corner (39:53), Tom highlights a handbook chapter by Gordon Stobart that focuses on why it’s critical to tailor our feedback to where learners are along their learning continuums.
Doug on Twitter: @Dou...2021-10-2556 min
Educar hoy06(T1)_Loli García Replantearnos la evaluación con criterio y profundidadLoli García es psicóloga, maestra en el corazón y a pocos meses de serlo en su CV, asesora pedagógica, formadora y una apasionada de la educación. Hemos hecho un episodio profundo (y muy metafórico) sobre un tema muy interesante en el mundo educativo, además de controvertido y complejo: la evaluación. Loli nos ayuda a reflexionar con criterio y profundidad sobre este ámbito que si cambia, cambia todo. Gracias, Loli, por tus ideas, reflexiones y pistas para entender mejor el cambio que la escuela debe dar para hacer una evaluación auténtica....2020-12-0359 min
Department of Education Research SeminarsAssessment in Education's knowledge contribution to Formative AssessmentGordon Stobart gives a talk for the Assessment in Education: Principles, Policy and Practice 25th Anniversary conference. Assessment for Learning 20 years after The Black Box. OUCEA was proud to host an all-day event at St Annes College Oxford celebrating 25 years of the influential journal Assessment in Education: Principles, Policy and Practice.2018-03-1319 min
HumanitasLas evaluaciones no describen a los aprendices sino que los construyenLas evaluaciones no describen a los aprendices sino que los construye. La evaluación en forma de test y exámenes son una poderosa forma que tienen tanto las sociedades como los individuos para entenderse a sí mismos. Tres argumentos sostienen esta afirmación.
• La evaluación es una actividad social inserta en un marco axiológico. No existe, por tanto, evaluación independiente de las culturas.
• La evaluación no mide objetivamente lo que hay sino que crea y configura lo que se mide. Es capaz de componer personas.
• La evaluación influye directamente en lo que aprendemos y cómo lo aprende...2016-05-0632 min
Department of Education Public SeminarsWhat Kind of Learning do we want? 21st Century Learning, the Standards Agenda and Expert LearnersHow can we help students move from being novices to proficient apprentices to experts in the domain? Emeritis Professor of Education, Professor Gordon Stobart, lectures on the international policy rhetoric surrounding the need for 21st century learning. In this the learner is seen as flexible, self regulating and able to work collaboratively solve problems - the skills needed to meet the demands of a an ever changing labour market. At the same time we have standards and accountability agendas which define learning in relation to performance by unaided individuals on conventional tests. These tests are explored and a different model...2015-06-081h 09Department of Education Public SeminarsWhat Kind of Learning do we want? 21st Century Learning, the Standards Agenda and Expert LearnersHow can we help students move from being novices to proficient apprentices to experts in the domain? Emeritis Professor of Education, Professor Gordon Stobart, lectures on the international policy rhetoric surrounding the need for 21st century learning. In this the learner is seen as flexible, self regulating and able to work collaboratively solve problems - the skills needed to meet the demands of a an ever changing labour market. At the same time we have standards and accountability agendas which define learning in relation to performance by unaided individuals on conventional tests. These tests are explored and a different model...2015-06-081h 09
Cambridge Assessment PodcastsTesting and IdentityFor many years, assessment has shaped the way we learn and the way we teach. But, claims a top educational expert, the use of ‘labels’ in testing can make it a destructive process. Speaking at a recent forum ‘Testing and Identity’ hosted by the Cambridge Assessment Network, guest speaker Gordon Stobart – of the Institute of Education, University of London – delivered a thought-provoking talk that explored how the power of testing can determine how we think about ourselves and others, and how we learn.2009-06-181h 09
Cambridge Assessment PodcastsTesting and IdentityFor many years, assessment has shaped the way we learn and the way we teach. But, claims a top educational expert, the use of ‘labels’ in testing can make it a destructive process. Speaking at a recent forum ‘Testing and Identity’ hosted by the Cambridge Assessment Network, guest speaker Gordon Stobart – of the Institute of Education, University of London – delivered a thought-provoking talk that explored how the power of testing can determine how we think about ourselves and others, and how we learn.2009-06-181h 09