Open, sesame! Renewable assessment in initial teacher education mediated by a dynamic OER repository
Abstract
Inclusive and equitable quality education demands continuous reflection on current practices and experimentation with different approaches. Among the challenges, assessment is a tool that requires alternatives to extrapolate the knowledge retention ability that is needed in traditional tests. This work aims to analyse the contributions of renewable assessments to resignify the evaluation process by creating open educational resources (OER). The results of the case study in an undergraduate course indicate that the renewable assessment stimulates student engagement, mobilizes interdisciplinary abilities, disseminates the open culture and provides the curricularization of extension.
Keywords:
Open Educational Resources, OER, Renewable assesment, Dynamic OER repository
References
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Balbino, F. C.; De Deus, W. S.; Barbosa, E. F. (2023). A dynamic Open Educational Resources repository to enhance primary and secondary education. In: 2023 IEEE International Conference on Advanced Learning Technologies (ICALT), p. 4–8.
Baran, E.; AlZoubi, D. (2020). Affordances, challenges, and impact of open pedagogy: examining students' voices. In: Distance Education, v. 41, n. 2.
Barker, P.; Campbell, L. M. (2016). Technology strategies for Open Educational Resource dissemination. In: Blessinger, P.; Bliss, T. (ed.) Open Education: International Perspectives in Higher Education. Cambridge: Open Book Publishers, cap. 3, p. 51–71.
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Caeiro-Rodríguez, M. et al. (2015). Supporting real Open Educational Resources in Edu-AREA: Different views about Open Educational Resources. In: 2015 IEEE Frontiers in Education Conference (FIE), El Paso, TX, USA.
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Sokhanvar, Z.; Salehi, K.; Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of Higher Education students: a systematic literature review. In: Studies in Educational Evaluation, v. 70.
Tlili, A. et al. (2019). Open Educational Resources and Practices in China: a Systematic Literature Review. In: Sustainability, v. 11, n. 18.
Tlili, A. et al. (2020). Current state of Open Educational Resources in the Arab region: an investigation in 22 countries. In: Smart Learning Environments, v. 7.
Tlili, A. et al. (2022). Are we there yet? A Systematic Literature Review of Open Educational Resources in Africa: a combined content and bibliometric analysis. In: PLOS ONE, Public Library of Science, v. 17, n. 1.
Unesco (2016). Unpacking Sustainable Development Goal 4: Education 2030, [link].
Unesco (2019). Recommendation on Open Educational Resources (OER). Paris, France, [link].
Valente, J. A.; De Almeida, M. E. B.; Geraldini, A. F. S. (2017). Metodologias ativas: das concepções às práticas em distintos níveis de ensino. In: Revista Diálogo Educacional, v. 17, n. 52, p. 455–478.
Versantvoort, M.; Schuwer, R. (2023). Towards sustainable OER practices: the case of Bachelor Nursing in the Netherlands. In: Open Praxis, v. 15, n. 2, p. 113–123.
Wohlin, C.; Rainer, A. (2022). Is it a case study? A critical analysis and guidance. In: Journal of Systems and Software, v. 192.
Wiley, D. (2016). Toward Renewable Assessments, [link].
Wiley, D.; Hilton III, J. L. (2018). Defining OER-enabled pedagogy. In: The International Review of Research in Open and Distributed Learning, v. 19, n. 4.
Anderson, T. (2013). Open access scholarly publications as OER. In: International Review of Research in Open and Distributed Learning, Athabasca University Press (AU Press), v. 14, n. 2, p. 81–95.
Atenas, J.; Havemann, L. (2013). Quality assurance in the open: an evaluation of OER repositories. In: The International Journal for Innovation and Quality in Learning, v. 1, n. 2, p. 22–34.
Baker, A. D. (2019). Open Educational Resources in teacher preparation programs: teacher candidates' perceptions of open textbooks. In: Zhou, M. Y. (ed.) International Journal of Teacher Education and Professional Development (IJTEPD), v. 2, n. 1, p. 52–65.
Balbino, F. C.; De Deus, W. S.; Barbosa, E. F. (2023). A dynamic Open Educational Resources repository to enhance primary and secondary education. In: 2023 IEEE International Conference on Advanced Learning Technologies (ICALT), p. 4–8.
Baran, E.; AlZoubi, D. (2020). Affordances, challenges, and impact of open pedagogy: examining students' voices. In: Distance Education, v. 41, n. 2.
Barker, P.; Campbell, L. M. (2016). Technology strategies for Open Educational Resource dissemination. In: Blessinger, P.; Bliss, T. (ed.) Open Education: International Perspectives in Higher Education. Cambridge: Open Book Publishers, cap. 3, p. 51–71.
Bosch, C. (2024). Creating Open Educational Resources as renewable assessment activities for Computer Science Education: enhancing intrinsic motivation through co-creation. In: Bosch, C.; Goosen, L.; Chetty, J. (org.) Navigating Computer Science Education in the 21st Century. IGI Global, 2024, p. 41–65.
Burgos-Aguilar, J. V.; Mortera, F. J. (2011). Formation of Communities of Practice to promote openness in Education. In: eLearning Papers, v. 23.
Caeiro-Rodríguez, M. et al. (2015). Supporting real Open Educational Resources in Edu-AREA: Different views about Open Educational Resources. In: 2015 IEEE Frontiers in Education Conference (FIE), El Paso, TX, USA.
Cronin, C. (2017). Openness and praxis: exploring the use of Open Educational Practices in Higher Education. In: The International Review of Research in Open and Distributed Learning, v. 18, n. 5.
Elkhoury, E. (2023). Ten principles of alternative assessment. In: Jaffer, T.; Govender, S. C.; Czerniewicz, L. (ed.) Learning Design Voices, [link].
Galland, A. (2002). Ali Babá e os quarenta ladrões. Adaptação de Luc Lefort. São Paulo: Ática.
Garcia-Solano, R.; Calleros, J. M. G.; Olmos-Pineda, I. (2021). Open Educational Resources Repositories OERR: a literature review. In: XI International Conference on Virtual Campus (JICV), Salamanca, Spain.
Gil, A. C. (2009). Didática do Ensino Superior. São Paulo: Atlas.
Huang, R. et al. (2020). Disrupted classes, undisrupted learning during covid-19 outbreak in China: application of open educational practices and resources. In: Smart Learning Environments, v. 7, p. 15.
Marín, V.; Villar-Onrubia, D. (2022). Online infrastructures for open educational resources. In: Zawacki-Richter, O.; Jung, I. (ed.) Handbook of Open, Distance and Digital Education. Springer, DOI: 10.1007/978-981-19-2080-6_18.
McGowan-Kirsch, A. M.; Steidinger, K. S. (2024). Fostering inclusive communities through a student-constructed Open Pedagogy textbook. In: College Teaching, DOI: 10.1080/87567555.2024.2355217.
MEC. Ministério da Educação. (2023). Parecer CNE/CES nº 576/2023. [link].
Oliveira, A. (2021). Seven considerations when creating renewable assessments. In: Oliveira, A. et al. On assessment: an exploration of emerging approaches, Centennial College, [link].
Pimentel, M.; Carvalho, F. (2021). Cinco equívocos sobre avaliação da aprendizagem. In: SBC Horizontes, [link].
Rodés, V.; Gewerc-Barujel, A.; Llamas-Nistal, M. (2019). University teachers and Open Educational Resources: case studies from Latin America. In: The International Review of Research in Open and Distributed Learning, v. 20, n. 1.
Santos, A. I.; Punie, Y.; Muñoz, J. C. (2016). Opening up Education: a support framework for Higher Education Institutions. JRC Science for Policy Report, [link].
Santos-Hermosa, G.; Ferran-Ferrer, N.; Abadal, E. (2017). Repositories of Open Educational Resources: an assessment of reuse and educational aspects. In: The International Review of Research in Open and Distributed Learning, v. 18, n. 5.
Seraphin, S. B. et al. (2019). A conceptual framework for non-disposable assignments: inspiring implementation, innovation, and research. In: Psychology Learning & Teaching, v. 18, n. 1, p. 84–97.
Sokhanvar, Z.; Salehi, K.; Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of Higher Education students: a systematic literature review. In: Studies in Educational Evaluation, v. 70.
Tlili, A. et al. (2019). Open Educational Resources and Practices in China: a Systematic Literature Review. In: Sustainability, v. 11, n. 18.
Tlili, A. et al. (2020). Current state of Open Educational Resources in the Arab region: an investigation in 22 countries. In: Smart Learning Environments, v. 7.
Tlili, A. et al. (2022). Are we there yet? A Systematic Literature Review of Open Educational Resources in Africa: a combined content and bibliometric analysis. In: PLOS ONE, Public Library of Science, v. 17, n. 1.
Unesco (2016). Unpacking Sustainable Development Goal 4: Education 2030, [link].
Unesco (2019). Recommendation on Open Educational Resources (OER). Paris, France, [link].
Valente, J. A.; De Almeida, M. E. B.; Geraldini, A. F. S. (2017). Metodologias ativas: das concepções às práticas em distintos níveis de ensino. In: Revista Diálogo Educacional, v. 17, n. 52, p. 455–478.
Versantvoort, M.; Schuwer, R. (2023). Towards sustainable OER practices: the case of Bachelor Nursing in the Netherlands. In: Open Praxis, v. 15, n. 2, p. 113–123.
Wohlin, C.; Rainer, A. (2022). Is it a case study? A critical analysis and guidance. In: Journal of Systems and Software, v. 192.
Wiley, D. (2016). Toward Renewable Assessments, [link].
Wiley, D.; Hilton III, J. L. (2018). Defining OER-enabled pedagogy. In: The International Review of Research in Open and Distributed Learning, v. 19, n. 4.
Published
2024-11-04
How to Cite
BALBINO, Fernando Cesar; BARBOSA, Ellen Francine.
Open, sesame! Renewable assessment in initial teacher education mediated by a dynamic OER repository. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 356-369.
DOI: https://doi.org/10.5753/sbie.2024.242526.
