TRANSFORMING THE ASSESSMENT LANDSCAPE: FROM CLOSED TO OPEN PRACTICES

Despoina Dionysiou, Theognosia (Sia) Kounatidou, Nektaria (Nora) Sakkoula

Abstract


Globalization and the unexpected pandemic have highlighted the urgent need for educational transformation towards openness. Embracing openness in education is essential for ensuring equitable access to quality education, as a fundamental human right, especially in challenging circumstances. However, open educational practices are still underutilized in schools, leaving conventional education stagnant and closed. Student assessment plays a pivotal role in shaping school openness. Hence, this paper aims to investigate the impact of open assessment on fostering an open school environment, focused on student improvement rather than mere categorization based on scores. Through a literature review, our research highlights that implementing open forms of assessment can significantly contribute to promoting openness in schools. Open assessment methods help develop essential 21st-century learner skills and instil values such as democracy, human rights, and equity in meaningful ways.

 

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Keywords


openness, conventional assessment, alternative assessment, open assessment

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References


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DOI: http://dx.doi.org/10.46827/ejoe.v10i1.5779

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