Assessment as a Possibility for Individual Learning and Success in Contextual Pedagogical Learning Environment
Piispanen, M., & Meriläinen, M. (2015). Assessment as a Possibility for Individual Learning and Success in Contextual Pedagogical Learning Environment. International journal for cross-displinary subjects in education, 6 (4), 2312-2321. 10.20533/ijcdse.2042.6364.2015.0318
Julkaistu sarjassaInternational journal for cross-displinary subjects in education
© 2015, Infonomics Society. This is a final draft version of an article whose final and definitive form has been published by Infonomics Society. Published in this repository with the kind permission of the publisher.
One of the most significant current discussions in the field of education is the rapidly changing world around us. So far, however, there has been little discussion about teacher education and its role in this changing process. We are slowly moving from constructivist learning theory towards to sociocultural theory of learning where learning is according to Kumpulainen, Krokfors, Lipponen, Tissari, Hilppiö and Rajala  viewed as a holistic and dynamic process, in which the individual grows into the culture of the community, its values, practices, and artifacts. The research project, introduced in this paper, focuses on transformational pedagogic and the questions of assessment in the learning process. The aim of the research is to identify modern ways to develop teaching and learning to create individual learning paths and give equal learning possibilities to each child in 21st century learning environments in the point of wives of curriculum based assessment and holistic planning processes of individual learning paths. The classroom intervention is based on the Contextual Pedagogical approach to Learning (CPAL) as a framework of teacher ́s 21st Century Civil Skills Pedagogical Content Knowledge, . This Design research shows that working in CPAL framework supports learning, where everyone will succeed, through individual learning paths in primary school contexts. ...