Dialogical Assessment Patterns for learning from others

Steven Warburton; Joe Bergin; Christian Kohls; Christian Köppe; Yishay Mor

doi:10.1145/3022636.3022651

Dialogical Assessment Patterns for learning from others

Steven Warburton, Joe Bergin, Christian Kohls, Christian Köppe, Yishay Mor

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

Abstract

Assessment, be it formative, summative or diagnostic, is at the heart of all educational endeavour yet university teachers are not always trained in assessment strategies and their underlying principles. Assessment should be fair and relevant for the targeted learning outcomes and engage the learner in a process of reflection that develops increased self-awareness. Patterns as descriptions of tested methods of action can help in reaching these goals by scaffolding educators in the process of learning design. The five patterns presented in this paper have been mined by a group of practicing educators at the first EduPLoP workshop held in March 2015 and build upon two earlier patterns sets.

Original language	English
Title of host publication	Proceedings of the 10th Travelling Conference on Pattern Languages of Programs, VikingPLoP 2016
Publisher	Association for Computing Machinery
ISBN (Electronic)	9781450342001
DOIs	https://doi.org/10.1145/3022636.3022651
Publication status	Published - 7 Apr 2016
Externally published	Yes
Event	10th Travelling Conference on Pattern Languages of Programs, VikingPLoP 2016 - Leerdam, Netherlands Duration: 7 Apr 2016 → 10 Apr 2016

Conference

Conference	10th Travelling Conference on Pattern Languages of Programs, VikingPLoP 2016
Country/Territory	Netherlands
City	Leerdam
Period	7/04/16 → 10/04/16

Keywords

Assessment and feedback
Design patterns

Access to Document

10.1145/3022636.3022651

Cite this

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title = "Dialogical Assessment Patterns for learning from others",

abstract = "Assessment, be it formative, summative or diagnostic, is at the heart of all educational endeavour yet university teachers are not always trained in assessment strategies and their underlying principles. Assessment should be fair and relevant for the targeted learning outcomes and engage the learner in a process of reflection that develops increased self-awareness. Patterns as descriptions of tested methods of action can help in reaching these goals by scaffolding educators in the process of learning design. The five patterns presented in this paper have been mined by a group of practicing educators at the first EduPLoP workshop held in March 2015 and build upon two earlier patterns sets.",

keywords = "Assessment and feedback, Design patterns",

author = "Steven Warburton and Joe Bergin and Christian Kohls and Christian K{\"o}ppe and Yishay Mor",

year = "2016",

month = apr,

day = "7",

doi = "10.1145/3022636.3022651",

language = "English",

booktitle = "Proceedings of the 10th Travelling Conference on Pattern Languages of Programs, VikingPLoP 2016",

publisher = "Association for Computing Machinery",

address = "United States",

note = "10th Travelling Conference on Pattern Languages of Programs, VikingPLoP 2016 ; Conference date: 07-04-2016 Through 10-04-2016",

}

Warburton, S, Bergin, J, Kohls, C, Köppe, C & Mor, Y 2016, Dialogical Assessment Patterns for learning from others. in Proceedings of the 10th Travelling Conference on Pattern Languages of Programs, VikingPLoP 2016., a15, Association for Computing Machinery, 10th Travelling Conference on Pattern Languages of Programs, VikingPLoP 2016, Leerdam, Netherlands, 7/04/16. https://doi.org/10.1145/3022636.3022651

Dialogical Assessment Patterns for learning from others. / Warburton, Steven; Bergin, Joe; Kohls, Christian et al.
Proceedings of the 10th Travelling Conference on Pattern Languages of Programs, VikingPLoP 2016. Association for Computing Machinery, 2016. a15.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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T1 - Dialogical Assessment Patterns for learning from others

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AU - Bergin, Joe

AU - Kohls, Christian

AU - Köppe, Christian

AU - Mor, Yishay

PY - 2016/4/7

Y1 - 2016/4/7

N2 - Assessment, be it formative, summative or diagnostic, is at the heart of all educational endeavour yet university teachers are not always trained in assessment strategies and their underlying principles. Assessment should be fair and relevant for the targeted learning outcomes and engage the learner in a process of reflection that develops increased self-awareness. Patterns as descriptions of tested methods of action can help in reaching these goals by scaffolding educators in the process of learning design. The five patterns presented in this paper have been mined by a group of practicing educators at the first EduPLoP workshop held in March 2015 and build upon two earlier patterns sets.

AB - Assessment, be it formative, summative or diagnostic, is at the heart of all educational endeavour yet university teachers are not always trained in assessment strategies and their underlying principles. Assessment should be fair and relevant for the targeted learning outcomes and engage the learner in a process of reflection that develops increased self-awareness. Patterns as descriptions of tested methods of action can help in reaching these goals by scaffolding educators in the process of learning design. The five patterns presented in this paper have been mined by a group of practicing educators at the first EduPLoP workshop held in March 2015 and build upon two earlier patterns sets.

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AN - SCOPUS:85015671963

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ER -

Dialogical Assessment Patterns for learning from others

Abstract

Conference

Keywords

Access to Document

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