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Transcript

Sèrie de webinars: "Pràctiques d'avaluació efectives per a l'aprenentatge autoregulat i pel desenvolupament professional"

Conferènciainaugural

20/05 15:30-16:30

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WB1: Pràctiques educatives per a l’autoregulació

04/06 09:30-12:30

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WB2: Autoregulació docent: el paper de la pràctica reflexiva

14/06 15:30-17:00

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WB3: Com pot l'avaluació entre iguals promoure l’autoregulació docent?

21/06 15:30-17:00

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WB4: El paper de l’avaluació per a l’autoregulació

28/06 15:30-17:00

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MaigJuny2021

Inscriu-te a una o diverses sessions aquí

Gratuïts

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Per a qualsevol dubte, consulta a: armifautoregulacio@gmail.com

20/05/202115.30 - 16.30 (CEST)

Conferènciainaugural

"Changing assessment for good: how might we promote future-oriented assessment and feedback practices?"

This session suggests that we now have a vital opportunity to make positive changes to assessment as a result of the rapid alterations many academics had to make during the short term switch to emergency remote teaching due to the pandemic.For decades, assessment scholars have argued for a radical revisioning of assessment in higher education (Boud et al, 2010) to integrate assessment and learning processes more seamlessly (Sambell et al 2013) so that assessment and feedback practices become more fit-for-purpose and beneficial to students, not just within the academy but in their longer-term lives post-graduation.The session will draw attention to the value of future-focused assessment and feedback processes, and the design issues which underpin them. Building on our Covid-19 assessment collection (Sambell and Brown, 2020) the session will focus on some practical strategies for creating future-oriented assessment and feedback practices and offer some illustrative examples from practice.- Boud, D. and Associates (2010) Assessment 2020: Seven propositions for assessment reform in higher education, Sydney: Australian Learning and Teaching Council- Brown, S. and Race, P. ‘Using effective assessment and feedback to promote learning’ inHunt, L. and Chalmers, D., 2020 (at press). University teaching in focus: A learning-centred approach. Routledge.- Sambell, K. and Brown, S. (2020) Covid-19 Assessment Collection available at https://sally-brown.net/kay-sambell-and-sally-brown-covid-19-assessment-collection/- Sambell, K. McDowell, L. and Montgomery, C. (2013) Assessment for Learning in Higher Education. Routledge.

Prof. Kay Sambell(Visiting Professor of Assessment for Learning, University of Sunderland and University of Cumbria)

Professor Kay Sambell is widely known internationally for her contributions to the Assessment for Learning (AfL) movement in Higher Education, which seeks to emphasize the ways in which assessment processes can be designed to support and developing students’ learning, as well as measure it. For over two decades she has spearheaded a range of pragmatic innovations, research projects and initiatives focused on improving university student learning via assessment. Kay also helped to establish and support a series of international conferences aimed at rethinking assessment practice. She is currently President of the vibrant Assessment in Higher Education (AHE) conference series, (https://ahenetwork.org/) which leads the development of assessment for learning. She is a UK National Teaching Fellow (2002) and a Principal Fellow of the Higher Education Academy. She is currently an independent consultant and Visiting Professor of Assessment for Learning at the University of Sunderland and the University of Cumbria.

Conferència en anglès amb traducció simultània al català

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Tornar a la pàgina general de Webinars

Inscriu-te aquí

+INFO

This session suggests that we now have a vital opportunity to make positive changes to assessment as a result of the rapid alterations many academics had to make during the short term switch to emergency remote teaching due to the pandemic.For decades, assessment scholars have argued for a radical revisioning of assessment in higher education (Boud et al, 2010) to integrate assessment and learning processes more seamlessly (Sambell et al 2013) so that assessment and feedback practices become more fit-for-purpose and beneficial to students, not just within the academy but in their longer-term lives post-graduation.The session will draw attention to the value of future-focused assessment and feedback processes, and the design issues which underpin them. Building on our Covid-19 assessment collection (Sambell and Brown, 2020) the session will focus on some practical strategies for creating future-oriented assessment and feedback practices and offer some illustrative examples from practice.- Boud, D. and Associates (2010) Assessment 2020: Seven propositions for assessment reform in higher education, Sydney: Australian Learning and Teaching Council- Brown, S. and Race, P. ‘Using effective assessment and feedback to promote learning’ inHunt, L. and Chalmers, D., 2020 (at press). University teaching in focus: A learning-centred approach. Routledge.- Sambell, K. and Brown, S. (2020) Covid-19 Assessment Collection available at https://sally-brown.net/kay-sambell-and-sally-brown-covid-19-assessment-collection/- Sambell, K. McDowell, L. and Montgomery, C. (2013) Assessment for Learning in Higher Education. Routledge.

+ INFO

Professor Kay Sambell is widely known internationally for her contributions to the Assessment for Learning (AfL) movement in Higher Education, which seeks to emphasize the ways in which assessment processes can be designed to support and developing students’ learning, as well as measure it. For over two decades she has spearheaded a range of pragmatic innovations, research projects and initiatives focused on improving university student learning via assessment. Kay also helped to establish and support a series of international conferences aimed at rethinking assessment practice. She is currently President of the vibrant Assessment in Higher Education (AHE) conference series, (https://ahenetwork.org/) which leads the development of assessment for learning. She is a UK National Teaching Fellow (2002) and a Principal Fellow of the Higher Education Academy. She is currently an independent consultant and Visiting Professor of Assessment for Learning at the University of Sunderland and the University of Cumbria.

Gratuït

Webinar 1:Pràctiques educatives per a l’autoregulació

04/06/20219.30 - 12.30 (CEST)

Gratuït

Inscriu-te aquí

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09.45

“Estratègies d’avaluació per a l’autoregulació: presentació dels resultats del projecte”.Georgeta Ion (coordinadora del projecte, UAB)

10.05

“Recursos per a mestres i professorat universitari”.Anna Díaz Vicario i Cristina Mercader (membres del projecte, UAB)

10.30

“Reflecting on significant moments: how our own assessment journeys guide us in assessing and providing feedback to others”Patrick Baughan (Advance Higher Education)

10.45

Descans

11.15

“Feedback for learning: strategies and practices that enhance the use value of feedback”Berry O’Donovan (Oxford Brookes University)

11.45

Preguntes, discussió i reflexionsElena Cano (membre del projecte, UB)

Conferències en anglès amb traducció simultània al català

09.30

Presentació i Benvinguda - Marta Bertran (Degana FCE - UAB)

Webinar 2:Autoregulació docent: el paper de la pràctica reflexiva

14/06/202115.30 - 17.00 (CEST)

15.30

Introducció a la sessióDavid Rodríguez Gómez (membre del projecte, UAB)

15.35

"La visió de les mestres en formació i en actiu sobre l’autoregulació dels aprenentatge i desenvolupament professional”David Rodríguez Gómez i Angelina Sánchez Martí (membres del projecte, UAB)

“Experiència a l'escola: Pràctica reflexiva”Marta Boixader (membre del projecte, Institut Escola Josep Maria Xandri de Sant Pere de Torelló)

15.55

16.15

“La pràctica reflexiva per a l’autoregulació docent”Olga Esteve (Universitat Pompeu Fabra)

16.35

Preguntes, discussió i reflexions David Rodríguez Gómez (membre del projecte, UAB)

Gratuït

Inscriu-te aquí

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Webinar 3:Com pot l'avaluació entre iguals promoure l’autoregulació docent?

15.30

Introducció a la sessióNeus González (membre del projecte, UAB)

15.35

“Factors que incideixen al desenvolupament de l’autoregulació a l’àmbit universitari i de l’escola”Angelina Sánchez Martí i Aleix Barrera Corominas (membres del projecte, UAB)

“Experiència a l'escola: Observació entre iguals”Anna Soler (membre del projecte, Escola Dr. Joaquim Salarich)

15.55

16.15

“La observació entre iguals pel desenvolupament professional docent"Maria Rosa Rosselló i Begoña de la Iglesia (Universitat de les Illes Balears)

16.35

Preguntes, discussió i reflexions

21/06/202115.30 - 17.00 (CEST)

Inscriu-te aquí

Gratuït

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Tornar a la pàgina general de Webinars

Webinar 4: El paper de l’avaluació per a l’autoregulació

28/06/202115.30 - 17.00 (CEST)

15.30

Introducció a la sessióJosé Luis Muñoz (membre del projecte, UAB)

15.35

“Estratègies d’avaluació per l’autoregulació: resultats de la recerca"Oscar Flores (membre del projecte, UdL) i José Luis Muñoz (membre del projecte, UAB)

“Experiència a l'escola: Les rúbriques i els autoinformes”Esther Canelles (Escola Mare de Déu del Carme d'Alcoletge)

15.55

“Reflexió, autonomia i guia: claus de l'avaluació per al desenvolupament professional"Marta Sabariego Puig (Universitat de Barcelona)

16.35

Preguntes, discussió i reflexions

16.15

Inscriu-te aquí

Gratuït

#jornadaEAA

Tornar a la pàgina general de Webinars