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Assessment and Paradigms
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Author(s): Bogdan Ivanov (Faculty of Orthodox Theology, University of Babeș Bolyai Cluj, Romania), Victorița Trif (Faculty of Psychology and Education Sciences, University of Bucharest, Romania)and Ana Trif (Faculty of Foreign Languages, University of Bucharest, Romania)
Copyright: 2020
Pages: 23
Source title:
Analyzing Paradigms Used in Education and Educational Psychology
Source Author(s)/Editor(s): Victorița Trif (University of Bucharest, Romania)
DOI: 10.4018/978-1-7998-1427-6.ch006
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Abstract
This chapter analyzes the assessment literature linked with 21st century paradigms. The study aims to examine the narratives on assessment (How can the metabolism of assessment be illustrated?) and to present the dissonances related to the subject topic (How do you measure educational results?). The qualitative investigation of the rhetoric on assessment is connected to the variety of educational challenges from the real life of schools: it is the shift from the traditional tools to contemporary technology. The shift from atomistic to holistic perspective presses for rethinking paradigms. This implies changing educational paradigms from being taught to learning on your own with guidance, from providing instruction to effective teaching, from teaching to producing learning. To conclude, this chapter argues for a network of paradigms connected to the multiple metrics of success translated into a different learning environment.
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