Self-directed Learning Oriented Assessments in the Asia-Pacific
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Beschreibung
The Asia-Pacific region needs to maximize the benefits of education to enable it to compete in an economic future dominated by innovation, in which assessing student progress must be an empowering rather than delimiting factor. This detailed exposition of the theoretical basis and application tools of self-directed learning-oriented assessment (SLOA) reflects the very latest research championed by the Assessment Research Centre at The Hong Kong Institute of Education. Featuring a range of relevant case studies, it explores the varied theoretical issues related to SLOA and offers an integrated view of the system fully in line with the constructivist paradigm of learning which advocates formative rather than summative assessment. Many of the initiatives outlined here are firsts in the region.
SLOA is already being applied in many schools with links to the ARC. It is an approach to assessment that acknowledges the centrality of self-directed learning and which positions assessment as a tool to enable and enhance self-directed learning. It draws on several theories of learning and assessment, including the constructivist notion that learning is best achieved when students take ownership of their educational process, setting their own goals and monitoring their own progress towards those goals. SLOA has been the research and service approach of the ARC since 2005. In the intervening years the centre has developed a number of tools to facilitate SLOA learning and assessment, including vertical ability scales, teacher-friendly computer software and packages for self-directed learning.
The Asia-Pacific region needs to maximize the benefits of education to enable it to compete in an economic future dominated by innovation, in which assessing student progress must be an empowering rather than delimiting factor. This detailed exposition of the theoretical basis and application tools of self-directed learning-oriented assessment (SLOA) reflects the very latest research championed by the Assessment Research Centre at The Hong Kong Institute of Education. Featuring a range of relevant case studies, it explores the varied theoretical issues related to SLOA and offers an integrated view of the system fully in line with the constructivist paradigm of learning which advocates formative rather than summative assessment. Many of the initiatives outlined here are firsts in the region.
SLOA is already being applied in many schools with links to the ARC. It is an approach to assessment that acknowledges the centrality of self-directed learning and which positions assessment as a tool to enable and enhance self-directed learning. It draws on several theories of learning and assessment, including the constructivist notion that learning is best achieved when students take ownership of their educational process, setting their own goals and monitoring their own progress towards those goals. SLOA has been the research and service approach of the ARC since 2005. In the intervening years the centre has developed a number of tools to facilitate SLOA learning and assessment, including vertical ability scales, teacher-friendly computer software and packages for self-directed learning.
The combination of theory and practice provides a road map for enhancing learning outcomes in education institutions in the Asia-Pacific region Shows how cutting-edge diagnostic assessment technology can be deployed to support learning and teaching Outlines the successful and pioneering implementation of SLOA in classrooms in Thailand, Malaysia, China and Hong Kong
Autor*in
Magdalena Mo Ching Mok
Themen in »Self-directed Learning Oriented Assessments in the Asia-Pacific«
ARC Assessment Assessment Reform Assessment Research Centre Cognitive Diagnostic Assessment Constructivist Paradigm of Learning Diagnostic Assessment Diagnostic Assessment Technology Formative Assessment Implementation of SLOA Learning and Assessment Peer Assessment SLOA Self Assessment Self-directed Learning Oriented Assessment
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“This book examines the various ways that assessment has been reformulated in countries in the region, with the goal to enhance self-directed learning of students. … this book provides a variety of up-to-date developments in assessment in the Asia-Pacific region. … It is certainly a key reading for educational researchers, policy makers, and practitioners who are enthusiastic about enhancing students’ self-directed learning through reforming assessment.” (Wenshu Luo, Asia Pacific Journal of Education, Vol. 37 (2), April, 2017)
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