way of assessment focused on the teaching and learning process, centered on recognition, assessment and decision-making actions, with the aim of promoting shared learning between teachers and students, encouraging them to become aware of their progress and development.
Published in Chapter:
Intercultural Professional Community of Practice: Weaving Networks for Global Citizenship
Copyright: © 2024
|Pages: 21
DOI: 10.4018/979-8-3693-2057-0.ch009
Abstract
A methodological proposal is presented for improving the assessment in Intercultural Professional Communities of Practices (IPCP). It is based on the results obtained in a previous social action and learning experience, based on the conformation of a IPCP integrated by teachers, NGO educators, teacher students and professors. Despite the improvements found in the development of intercultural competence of IPLC participants, the weaknesses in the assessment within the community encouraged a shared and reflective dialogue among the team of IPLC coordinators to (re)construct and (re)think assessment from its pedagogical function, as a shared and constructive learning. A mixed assessment model was designed, integrating a formative and shared assessment (F&SA), and relying on the formative framework for intercultural education. The proposed model seeks to build a culture of learning, (self-)assessment, reflection, dialogue and interdisciplinary collaboration between professionals and future professionals in the educational field.