Paul Gauguin
Giorgio Bertini
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, sustainability, thinkers, ++
Giorgio Bertini does not work for, consult, own shares in or receive funding from any company or organization that would benefit from these papers, and has disclosed no relevant affiliations beyond their academic appointment.
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Category Archives: Assessment
Explicit Assessment Criteria Support Student Self-Regulation
If little care is taken when establishing clear assessment requirements, there is the potential for spoon-feeding. However, in this conceptual article, we argue that transparency in assessment is essential to providing equality of opportunity and promoting students’ self-regulatory capacity. We … Continue reading
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Tagged assessment
Alternatives to Standardized Tests for Homeschooling Families
Your interest in your homeschooling child’s academic standing is understandable. Fortunately, we homeschooling families have many opportunities to observe our children’s development. We watch them exploring the world and, when necessary, translate what they do into conventional academic language. (Sorting rocks is … Continue reading
Assessing for Learning: Building a Sustainable Commitment Across the Institution
While there is consensus that institutions need to represent their educational effectiveness through documentation of student learning, the higher education community is divided between those who support national standardized tests to compare institutions’ educational effectiveness, and those who believe that … Continue reading
Creative Learning Assessment – A framework for developing children’s creativity
Read When the research team at CLPE embarked on the development of an assessment focussing on creative learning, we were aware of the contentious nature of the task and the size of the challenge. Creativity itself is a slippery concept … Continue reading
PISA 2009 Results – Full Report
PISA 2009 Results presents the findings from the most recent PISA survey, which focused on reading and also assessed mathematics and science performance. The report comprises six volumes: Vol I – What Students Know and Can Do: Student Performance in … Continue reading
Learning from Change: Issues and Experiences in Participatory Monitoring and Evaluation
Read Learning from Change provides an overview of the common themes and experiences in participatory approaches to monitoring and evaluation across different institutions and sectors. It is a compilation of selected case studies and discussions between practitioners, academics, donors, and … Continue reading
Assessing Learning-to-Learn – A Framework
The concept of learning-to-learn has been adopted in response to the new challenges and demands presented for educational assessment by changes at the macro-level of work and society, and at the micro-level of work processes. It refers to the diverse … Continue reading
e-Portfolios for Recognition of Prior Learning Assessment
Although current engagement with e-portfolios in the vocational education and training (VET) sector, and in particular, for recognition of prior learning (RPL), is limited, this report demonstrates how e-portfolios are supporting all components of good RPL practice through effective evidence … Continue reading
Assessing the efects of ICT in Education – indicators, criteria and benchmarks for international comparissons
Despite the fact that education systems have been heavily investing in technology since the early 1980s, international indicators on technology uptake and use in education are missing. This book aims to provide a basis for the design of frameworks, the … Continue reading
