Project

Refresher Project initiated by the Flemish Government 2014-2015: improved learning by evaluating Broadly

Duration
01 September 2014 → 31 August 2015
Funding
Regional and community funding: various
Research disciplines
  • Social sciences
    • Education curriculum
    • Education systems
    • General pedagogical and educational sciences
    • Specialist studies in education
    • Other pedagogical and educational sciences
Keywords
evaluate wide
 
Project description

The aim is to make school more competent actors in broad assessment in the classroom, and to see these principles translated into the evaluation policy of the school. We also want - where possible and desirable - explicitly make the link with the mapping of linguistic competence and language policy in schools. Broad review means for us a broad picture of students so that teachers, and by extension other educators can best support students in their learning and development. Broad review means so look at a student as a whole, to his talents and abilities, from different angles, mapped by various assessment tools, by different evaluators observed in different contexts and at different times. Wide evaluation promotes self-reflection for both students and teachers. It allows them to take in hand their own learning and their own teaching approach through feedback and adjust. Wide evaluation also promotes communication between different actors in education (students, teachers, parents, ...) about the learning process of a student. We take full card evaluate broad because we so - can bring over screening map the (linguistic) diversity among students and to exploit to also take appropriate measures tailored to the learner; - evaluating seen as a means to come to learn; - put the student at the heart of the learning process; - students' interests appealing to arrive at natural and profound learning; - respond to individual competencies and build on existing knowledge (in the broadest sense, including on past experiences, etc.) to optimize the learning process; - evaluate all goals, including the skills and attitudes; - exploiting individual competencies to facilitate learning and to each other, to know to develop skills to students and other status; - do not affect the reality. Competencies show itself in a variety of situations and in combination. Depending on what we want to evaluate, there are other contexts and other necessary evaluation forms; - in the future to make informed choices (transfer and orientation); - communication between different stakeholders (students, teachers, parents) launch.