Background, General Knowledge, Scientific Area, Skill Development

• possess a specialized vocabulary of terms and concepts related to the subject of instruction and use it correctly on a case-by-case basis, i.e. to describe and define clearly and precisely the scientific field of educational evaluation, therefore to select the most appropriate ones when asked to take a position and document it – MA2, MA3, MA4.

·       distinguish and evaluate concepts that refer to the evaluation of school performance, the evaluation of the teacher and his/her work and the evaluation of the school unit, as well as other aspects of evaluation in the educational and wider pedagogical field – MA2.

• examine and combine the evaluation principles found in the relevant literature and that compose the field – MA2, MA3, MA4.

• classify elements and parameters of educational evaluation models, examine their applicability in practice, combine and differentiate them – MA2, MA4.

·       compose models and construct / reconstruct “scenarios” of evaluation of various aspects of education and carry out post-evaluation – MA2, MA6, MA6.

• identify, select and organize techniques and methods of student, teacher, and school evaluation – MA8, MA9, MA10.

• construct objective tests for the assessment of students’ school performance – MA3, MA5.

• judge the usefulness and necessity of specific principles, institutions and evaluation bodies in school and education (e.g., teachers’, Education Executives’, the State’s or other bodies, etc.) and support their positions for the above -MA2, MA14, MA15.

• write and present autonomous assignment that meets the standards of the scientific technical writing – MA7, MA8, MA14.• design small-scale on-site surveys with the aim of identifying the views of stakeholders in the wider local community and the educational community on the issue of evaluation – MA13, MA14.

• correlate the possibilities offered by basic knowledge of this field of knowledge with the future educational practice – MA1, MA2, MA4.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

·  Decision making

·  Autonomous work

·  Correct selection and application of methodologies and educational practices

·  Exercise in and demonstrate of social, professional, and moral responsibility and sensitivity to issues of gender or other particularities

·  Exercise in criticism and self-criticism

·  Search, analysis, and synthesis of data and information (principles and models).

The topics presented at the meetings and structured in at least 13 sections are the following:

The main topics that will be analyzed are the following:

– delimitation of the subject

– basic terminology and basic concepts of educational evaluation (terms, kinds, types, forms, methods and techniques, models)

–  legislative framework

–  historical evolution

– quality in education, identification and development of factors

– factors that give quality to education (school management, school culture, supply of educational goods)

– assessment of school performance (traditional, modern, portfolio, worksheets, descriptive assessment), student grading, authentic assessment

– self-assessment and assessment from other students

– school evaluation (self-evaluation, internal and external evaluation)

– methodological tools for evaluating the school unit

– evaluation of the teacher and his / her work

– formal forms of teacher assessment and the educational work

– informal forms of teacher assessment and the educational work

– correlation with the concept of school effectiveness and improvement

– evaluation of other educational institutions and structures

-In teaching

-In the presentations of students’ assignments

-In communication with students

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

a.       Final written exam (70%)

Including:

–       Assignments of problem-solving or/and

–       Questions (short answer or not)  of essay development, open-ended questions or/and

–       Objective tests (e.g., multiple-choice questions)

b.        Planning and presentation of individual or group work assignment/s (30%)

Assessment criteria:

–       Clarity and coherence in the argumentation with adequate documentation of the positions supported

–       degree of synthetic or analytical approach to the subject

–       degree of criticism of the proposals made

– Diligence and efficiency in the search and use of the literature

– Diligence and vividness in the final presentation of the work

– Degree of following the rules of the scientific technical writing

– Thoroughness of theoretical approach to the subject

– Proper design and implementation of a research project

– Thoroughness of relevant literature

– Adequate bibliographic documentation.

Ventouris, A. (2018). Eisagogi stin ekpaideftiki axiologisi [Introduction to the educational assessment]. Thessaloniki: Afoi Kyriakidi Ekdoseis A.E.

Taratori-Tsalkatidou, E. (2015). Scholiki Axiologisi. Axiologisi tis scholikis monadas, tou ekaideftikou kai tis epidosis tou mathiti [School assessment: The assessment of school unit, educator, and student performance] (2i ekd.). Thessaloniki: Afoi Kyriakidi Ekdoseis A.E

E-book

Wyatt-Smith, C., & Cumming, J. J. (2009). Educational Assessment in the 21st Century: Connecting theory and practice. Educational Assessment in the 21st Century | SpringerLink.

Additional suggested bibliography

Greek

Athanasiou, L. (2000). I axiologisi tis epidosis tou mathiti sto scholeio kai tou didaktikou tou ergou [The assessment of students’ performance in school and of teaching work]. Ioannina: Ekdoseis Panepistimiou Ioanninon.

Dimitropoulos, E. (2002). Ekpaideftiki Axiologisi- I axiologisi tis ekpaidefsis kai tou ekpaideftikou ergou [Educational assessment – The assessment of education and educational work]. Athina: Ekdoseis Grigori.

Georgousis, P. (1998). I axiologisi ton mathiton me vasi to fakelo ylikou (Portfolio Assessment): Mia nea tasi stin ekpaideftiki axiologisi [Students’ assessment accordin to portfolio: A new trend in educational assessment]. Athina: Delfoi.

Kakana, D. M. (2006). Taseis kai praktikes axiologisis stin proscholiki ekpaidefsi [Assessment trends and practices in pre-school education]. Sto: D. M. Kakana, K. Botsoglou, N. Chaniotakis, Ef. Kalavari (Epim.), I axiologisi stin ekpaidefsi: Paidagogiki kai Didaktiki Diastasi (s.s. 31-41). Thessaloniki: Ekdoseis Afon Kyriakidi.

Karakatsanis, G. (1994). Themata Ekpaideftikis Axiologisis [Issues of educational assessment], Thessaloniki: Art of Text.

Kassotakis, M. (2001). I axiologisi tis epidoseos ton mathiton- Mesa, methodoi, prooptikes [The assessment of students’ performance – Means, methods, prospects]. Athina: Ekdoseis: Grigoris.

Kavadias, G., & Fatourou, A. (2002). O eksygchronismos tis axiologisis [The modernization of evaluation]. Antitetradia tis Ekpaidefsis, 62, 9-14.

Kougiourouki, M., Stravakou, P., & Chatzidimou, K. (2006). I axiologisi tis scholikis epidosis mathiton/trion E΄ kai St΄ taxis tou dimotikou scholeiou-mia meleti periptosis [The assessment of students’ school performance of 5^th and 6^th grade in primary school – a case study]. Eisigisi sto: D.-M. Kakana,  Κ. Botsoglou, N. Chaniotaki, & E. Kavalari (Epim.), I axiologisi stin ekpaidefsi: Paidagogiki kai Didaktiki Diastasi (s.s. 123-129). Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi.

MacBeath, J. (2001). I aftoaxiologisi sto Scholeio, Outopia kai praxis [The self-assessment in school, utopia and praxis] (met. Chr. Douka kai Z. Polymeropoulou). Athina: Ellinika Grammata.

Salvaras, G. (1999). Kataskefi kai chrisi didaktikou ylikou gia tin axiologisi olon ton mathiton [construction and use of teaching materials for the evaluation of all students]. Kinitro, 2, 115- 144.

Solomon, I. (1999), Esoteriki Axiologisi kai Programmatismos tou Ekpaideftikou Ergou sti Scholiki Monada: Ena plaisio ergasias kai ypostirixis [Internal evaluation and planning of the educational project in the school unit: a framework of work and support]. Athina: Paidagogiko Institouto.

Stravakou, P., & Chatzidimou, K. (2006). Scholiki epidosi Ellinon, allodapon kai palinnostounton mathiton/trion dimotikou scholeiou: Mia meleti periptosis [School performance of Greek, foreign and repatriated primary school students: A case study]. Eisigisi sto: D. Chatzidimou, Ch. Vitsilaki. (Epim.), To Scholeio stin Koinonia tis Pliroforias kai tis polypolitismikotitas. Praktika IA΄ Diethnous Synedriou tis Paidagogikis Etaireias Ellados pou pragmatopoiithike sti Rodo stis 21-23 Oktovriou 2005 (s.s. 865-873). Thessaloniki: Ekdotikos Oikos Aderfon Kyriakidi.

Taratori, E. (2011). Charaktiristika gnorismata tou axiologiti kai kritiria gia tin axiologisi – i optiki ton foititon [Characteristics of an assessor and criteria for the assessment – The university students’ point of view]. Sto: N. Papadakis & N. Chaniotakis (Εpim.), Ekpaidefsi – Koinonia & Politiki. Timitikos tomos gia ton Kathigiti Ioanni E. Pyrgiotaki (s.s. 612-621). Ekdoseis pedio, Athina.

Taratori- Tsalkatidou, E. (2006). Paradosiaki i sygchroni axiologisi; I optiki ton foititon [Traditional or modern assessment? The university students’ point of view]. Sto: D. M. Kakana, K. Botsoglou, N. Chaniotakis, Ef. Kalavari (Epim.), I axiologisi stin ekpaidefsi: Paidagogiki kai Didaktiki Diastasi  (s.s. 73-82). Thessaloniki: Adelfoi Kyriakidi.

Taratori, E., Stravakou, P., & Kougiourouki M. (2006). Charaktiristika gnorismata enos kalou ekpaideftikou (Erevna) [Characteristics of a good educator]. Nea Paideia, 119, 141-147

Taratori-Tsalkatidou, E., Tsalkatidis, T., & Tsalkatidou, M. (2007). Epistimoniki Technografia [Scientific technical writing]. Athina: Atrapos.

Tsakiri, D. & Kapetanidou, M. (2007). Ergaleia axiologisis gia tin anaptyxi tis kritikis kai anastochastikis skepsis [Εvaluation tools for the development of critical and reflective thinking]. Sto: V. Koulaidis (Epim.), Sygchrones Didaktikes Prosengiseis gia tin Anaptyxi Kritikis- Dimiourgikis Skepsis-  gia tin Protovathmia Ekpaidefsi (s.s. 351-356). Athina: OEPEK.

Vitsilaki, C., & Chatzidimou, K. (2005). I scholiki epidosi ton mathiton/ trion tis E΄ kai St΄ taxis  pente Dimotikon Scholeion apo tin poli tis Thessalonikis: Mia meleti periptosis [The performance of students of 5^th and 6^th grade in five primary schools of Thessalonikis: A case study]. KINITRO, 6, 105- 116.

Foreign

Gardner, J. (Ed.) (2012). Assessment and learning. London: Sage.

Gitlin, A., & Smith, J. (1989). Teacher Evaluation: Educative alternatives. East Sussex: The Falmer Press.

Griffin, P. (Ed.) (2017). Assessment for teaching. Cambridge: Cambridge University Press.

Guba, E., & Linkoln, Y. (1983). Effective Evaluation. Washington: Jossey-Bass.

Hancock, R., & Settle, D. (1990). Teacher Appraisal and Self- Evaluation: A practical guide. Oxford: Blackwell Education.

Hanson, M. F., & Gilkerson, D. (1999). Portfolio Assessment: More than ABCs and 123s.

Jewett, F. (1998). Case studies in evaluating the benefits and costs of mediated instruction and mediated learning. Seal Beach, CA: California State University (ERIC Document Reproduction Service No 423802).

Klenowski, V. (2002). Developing Portfolios for learning and assessment: Processes and principles. London and New York: Routledge- Falmer

Kotthoff, H. G. (2006). Discrepancies between intended and achieved effects of school evaluation in international comparative and recommendations. Συγκριτική και Διεθνής Εκπαιδευτική Επιθεώρηση, 7, 9-11.

MacLellan, E. (2004). Initial Knowledge Sates about assessment: Novice teachers’ conceptualizations. Teaching and Teacher Education, 20, 523- 535.

Mason, R. D., Pegler, C. A., & Weller, M. J. (2004). E- Portfolios: An assessment tool for online courses. British Journal of Educational Technology, 35(6) 717- 727.

Matthews, M. (1990). The measurement of productive skills: doubts concerning the assessment criteria of certain public examinations.  ELT Journal, 44, 117-121.

Murchan, D., & Shiel, G. (2017). Understanding and applying assessment in education. London: Sage.

Robbin, S. P. (1998). Organizing and Managing Classroom Learning Communities. New York.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt.

Scriven, M. (1994). Evaluation, Summative and Goal-free. In T. Husen &  T. N. Postlethwaite (Eds.),The International Encyclopedia of Education (p.p. 2097- 2101). New York: Elsevier Science.

Scriven, M. (1991). Evaluation Thesaurus (4^th ed.). London: Sage.

S.I.C.I. (2003). Effective School Self- Evaluation. Belfast: The Standing International Conference of Central and General Inspectorates of Education.

Sharp, A. (1990). Staff/ student participation in course evaluation: A procedure for improving course design. ELT Journal, 44, 132- 137.

Stravakou, P. (2019). Postgraduate students’ views on their assessment and evaluation at university: A case study. International Journal of Education and Research, 7(8), 75-84.

Taratori- Tsalkatidou, E. (2003). A pupil’s school achievement and the contribution of the family: The results of a survey. KINITRO, 5, 125-136.

Taratori, E., Kougiourouki, M., & Stravakou, P. (2011). Identifying ways to improve school children performance: the students’ point of view. In: International Technology, Education and Development Conference 2012- Conference Proceedings CD, 5-7 March 2012, Valencia, pp. 116-124.

Taratori, E., Kougiourouki, M., & Stravakou, P. (2012). Identifying ways to improve school children performance: The students’ point of view. In: 6th  INTED2012-International Technology, Education and Development Conference, 5-7 March 2012, Valencia-Spain, Proceedings, pp. 116-124.

Tsiakkiros, A., & Pashiardis, P. (2002), Strategic planning and education: the case of Cyprus. The International Journal of Educational Management, 16 (1), 6-17.

Valli, L., & Rennert- Ariev, P. (2002). New standards and assessments? Curriculum transformation in teacher education. Curriculum Studies, 34(2), 201- 225.

Suggested scientific journals (Greek and foreign)

·        Kinitro

•     Paidagogiki Epitheorisi

•     Epistimes tis Agogis

•     Nea Paideia

•     Ekpaideftika

•     Mentoras

•     Assessment and Evaluation

•     Mentoring and Tutoring

•     Educational review

•     British Educational Research Journal

•     Educational Research and Evaluation

•     British Journal of Educational Studies

·        Issues in Educational Research

The examination will be performed through MS TEAMS. The link will be sent to students via e-class exclusively to the institutional accounts of those who have registered for the course and have learned the terms of distance education.

Students will have to log in to the examination room through their institutional account, otherwise, they will not be able to participate. They will also take part in the examination with a camera which they will have switched-on during the examination. Before the beginning of the exam, students will show their identity to the camera, so that they can be identified.Each student should answer 4 questions. Each of the questions is scored with 2.5. Students’ overall grade in the course results from the aggregation of the oral examination (70%) and the execution (writing and presentation) of written assignments (optional) as scheduled at the beginning of the semester (30%).