TRANSFORMING THE ASSESSMENT LANDSCAPE: FROM CLOSED TO OPEN PRACTICES

Författare

  • Despoina Dionysiou Hellenic Open University, Greece
  • Theognosia (Sia) Kounatidou Hellenic Open University, Greece
  • Nektaria (Nora) Sakkoula Hellenic Open University, Greece

DOI:

https://doi.org/10.46827/ejoe.v10i1.5779

Nyckelord:

openness, conventional assessment, alternative assessment, open assessment

Abstract

Globalization and the unexpected pandemic have highlighted the urgent need for educational transformation towards openness. Embracing openness in education is essential for ensuring equitable access to quality education, as a fundamental human right, especially in challenging circumstances. However, open educational practices are still underutilized in schools, leaving conventional education stagnant and closed. Student assessment plays a pivotal role in shaping school openness. Hence, this paper aims to investigate the impact of open assessment on fostering an open school environment, focused on student improvement rather than mere categorization based on scores. Through a literature review, our research highlights that implementing open forms of assessment can significantly contribute to promoting openness in schools. Open assessment methods help develop essential 21st-century learner skills and instil values such as democracy, human rights, and equity in meaningful ways.

Författarbiografier

  • Despoina Dionysiou, Hellenic Open University, Greece

    Despoina Dionysiou has been a teacher of Informatics in Primary and Secondary Education since 2009. She holds a Postgraduate Diploma in "Data Communication Systems" from Brunel University in collaboration with the TEI of Athens and the Annual Pedagogical Training Program of ASPAITE. She is a certified adult educator from EOPPEP and holds a Certificate of Knowledge of Braille Reading and Writing System from the Lighthouse for the Blind of Greece. Since 2022 she has been a PhD candidate in Open and Distance Education at the School of Humanities of the Hellenic Open University. She has participated as an adult educator in various programs and is actively involved in educational robotics.

  • Theognosia (Sia) Kounatidou, Hellenic Open University, Greece

    Theognosia (Sia) Kounatidou holds a BA and a Master’s Degree in Educational Sciences. She works as a Greek language teacher and she is a PhD Candidate in Open and Distance Education at Hellenic Open University. Her recent research interests and publications concern the evaluation system in open and distance education.

  • Nektaria (Nora) Sakkoula, Hellenic Open University, Greece

    Nektaria (Nora) Sakkoula holds a BA in Philosophy - Pedagogy - Psychology and a BA in English Language and Literature, both from the National and Kapodistrian University of Athens. She also holds a Master's Degree in Special Education from the University of Nicosia, as well as a Master's Degree in Educational Sciences from the Hellenic Open University. She has been working as a Greek and English language teacher, as well as an oral examiner in English language testing institutions. Currently, she is a PhD Candidate in Open and Distance Education at the Hellenic Open University. Her publications are related to Inclusive Education, Intercultural Education and Open and Distance Education.

Referenser

Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-575. https://doi.org/10.1080/0969594X.2018.1441807

Chaudhary, S., & Dey, N. (2013). Assessment in Open and Distance Learning System (ODL): A Challenge. Open Praxis, 5(3), 207-216. http://dx.doi.org/10.5944/openpraxis.5.3.65

Chiappe, A., Pinto, R. A., & Arias, V. (2016). Open Assessment of Learning: A Meta- Synthesis. The International Review of Research in Open and Distributed Learning, 17(6), 44-61. https://doi.org/10.19173/irrodl.v17i6.2846

Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351. https://doi.org/10.1016/j.compedu.2011.06.004

Ogange, B. O., Agak, J. O., Okelo, K. O., & Kiprotich, P. (2018). Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment. Open Praxis, 10(1), 29-39. https://doi.org/10.5944/openpraxis.10.1.705

Nedladdningar

Publicerad

2025-01-24

Nummer

Vol 10 Nr 1 (2025)

Sektion

Articles

Licens

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).