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Assessment and Meta-Assessment: The Theoretical Model of Ecodesign of Formative Assessment in Higher Education

Assessment and Meta-Assessment: The Theoretical Model of Ecodesign of Formative Assessment in Higher Education
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Author(s): Nina Birnaz (State University of Moldova, Moldova) and Valeria Botezatu (State University of Moldova, Moldova)
Copyright: 2019
Pages: 23
Source title: Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication
Source Author(s)/Editor(s): Elena A. Railean (Siberian Federal University, Russia & Moscow State Pedagogical University, Russia & Free International University of Moldova, Moldova)
DOI: 10.4018/978-1-5225-7853-6.ch014

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Abstract

This chapter describes the theoretical model of ecodesign of formative assessment in higher education. In this context, the formative assessment is the technology of measurement, feedback, and appreciation that guides the training of teachers' professional competences throughout their lives. The basic idea reflected in the chapter starts from the assumption that the teacher, the student, and the content are co-participants in the learning process, the maintenance of the process being assured by communication with feedback. The chapter consists of three sections. The first section describes the differences between the classical model and the extended model of formative assessment, the latest definitions of formative assessment, meta-assessment, and ecodesign. In the second section are presented the contradictions on the basis of which the research problem is established. The chapter ends with the theoretical model of the ecosystem of the formative assessment based on the instructional dynamic and flexible strategy and also with the training program of formative assessment competence.

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