00 SES 12, Educational Assessment in an Era of Innovative Learning Technologies: new Challenges, new Solutions?
Azevedo in his analysis for the presentation ‘Teacher Resilience in an Era of Risk’, draws on Critical Theory (Dale, Robertson, Ball, Beck, Bourdieu), as well as Koselleck's history of concepts to focus on the concept of benchmarking and its relationship with New Public Management (NPM). He argues that benchmarking has become a tool for NPM for the social field of Education. In relation to teaching, principles that can mitigate risks (resilience and creative resistance of teachers) are indispensable to preserve solidarity, humanism and knowledge sharing. The IDEB (Índice de Desenvolvimento da Educação Básica) in Brazil is similar to the OECD Program for International Student Assessment (PISA) and serves as indicator to evaluate teaching based on the performance of students. This kind of student performance indicator has served to classify the students themselves, to hold teachers accountable (with consequent distributions of awards and punishments), to rank school establishments and their countries, and to model supposed manuals of good practice. Thus, evaluations that generate indicators (IDEB, PISA, SABER) enable educational benchmarking to regulate education through indicators and manuals of good practices. Benchmarking assessment programmes (comparisons and good practices) are typical of a time of risks to teacher autonomy, because they can generate teacher accountability, commercialism and commodification of education, including through digital platforms integrated with physical didactic materials. In Brazil governance based on benchmarking have become central to public educational policies, including in the new National Education Plan – PNE (2014-2024).
Lázaro-Cantabrana, J., Gisbert-Cervera, M., & Silva-Quiroz, J. (2018). Una rúbrica para evaluar la competencia digital del profesor universitario en el contexto latinoamericano. Edutec. Revista Electrónica De Tecnología Educativa, 378(63), 1-14. https://doi.org/10.21556/edutec.2018.63.1091 Liccardi, I., Ounnas, A., Pau, R., Massey, E., Kinnunen, P., Lewthwaite, S., & Sarkar, C. (2007). The role of social networks in students' learning experiences. ACM Sigcse Bulletin, 39(4), 224-237. Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, Learning, and Sharing: How Today's Higher Education Faculty Use Social Media. Boston: Pearson, Babson Survey Research Group. Noriega, I. D. P., Rojas, I. E. E., de los Ángeles Segura-Azuara, N., Fuentes, A. H., & Cabrera, M. V. L. (in press). Delineando criterios para la evaluación de tecnología educativa. Educación Médica. https://doi.org/10.1016/j.edumed.2018.04.020
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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