[et_pb_section fb_built=”1″ admin_label=”section” _builder_version=”4.16″ global_colors_info=”{}”][et_pb_row column_structure=”3_5,2_5″ admin_label=”row” _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”][et_pb_column type=”3_5″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Text” _builder_version=”4.27.0″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” hover_enabled=”0″ global_colors_info=”{}” max_width=”800px” sticky_enabled=”0″]<\/p>\n
Classroom-based assessment is seen as \u2018principled ways of collecting and using evidence on the quality and quantity of people\u2019s learning\u2019 (Rixon, et al., 2019, p. 1). Regarding early language learning (ELL), traditional assessment methods associated with tests are considered problematic because they do not contemplate attitudinal and motivation goals, oral skills, or intercultural communicative competence. Assessment practices have not accompanied the introduction of English at earlier ages, and assessment remains troublesome. This is due to inadequate planning during policy implementation, assessment being at odds with the playful, oral-based approaches of ELL programmes and the influence of general education which overlooks the specificities of ELL (Mour\u00e3o, et al.,2021). Teachers play a crucial role in the decision-making process which impacts on classroom-based assessment, and improved assessment literacy can overcome negative mindsets towards assessment amongst teachers and stakeholders. Despite being one of the most relevant aspects of teacher education, it has been a pressing issue for decades and teachers continue to require a deeper understanding of \u2018the purposes of and social role of assessment in education\u2019 and to grasp \u2018the link between various assessment purposes, tools or instruments, methods and the curriculum\u2019 (Papp, 2019, p. 400).<\/p>\n
Research in Portugal (Moreira et al., 2021) has identified an incongruence between teaching and learning goals in ELL teachers\u2019 classroom-based assessment practices, which is confounded by an absence of training in assessment, misunderstanding learning outcomes, traditional cultures of assessment and professional isolation. Recommendations highlight the need for an efective, nationwide intervention to upgrade the assessment literacy of Portuguese ELL teachers that changes mindsets and classroom-based assessment practices and counters professional isolation.<\/p>\n
MOOCs combine \u2018autonomous and self-directed learning with a strong social dimension and the interaction that make learning experiences richer and more rewarding\u2019 (Teixeira, et al., 2015: 146). MOOCs are relatively under-researched for professional development, yet they have proven to enhance pedagogical knowledge, improve classroom practices, promote collaborative learning and contribute to continuous PD. They facilitate peer exchange, contribute to building a community, involve peer review activities, use content as a trigger for learning through reflection, sharing and exchange, facilitate transfer to practice and are flexible (Herz, et al., 2021).<\/p>\n
The TAM-bMOOC<\/strong>\u00a0project<\/strong>\u00a0aims to upgrade the assessment literacy of primary English teachers and investigate the efectiveness of the instructional design features of a blended Massive Open Online Course (bMOOC) \u2018Classroom-based assessment in primary English education\u2019\u00a0<\/strong>to stimulate a change in mindsets and classroom practices and foster a sense of community.<\/p>\n [\/et_pb_text][et_pb_text admin_label=”Text” _builder_version=”4.27.0″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” hover_enabled=”0″ global_colors_info=”{}” max_width=”800px” sticky_enabled=”0″]<\/p>\n Hertz, B. & Engelhardt, K. (2021). Using personalized support & school-based study groups to increase teachers\u2019 participation in MOOCs \u2013 findings from two European pilot projects. IUL Research, 2(3), 3-20.<\/p>\n Mour\u00e3o, S., Leslie, C., Moreira, M., & Monteiro, E. (2021). Battling against a traditional assessment culture: The case of early English learning in Portugal. In C.Bongartz & J. Rymarczyk (Eds.), Current research into young FL and EAL learners\u2019 literacy skills. (pp. 141-164). Peter Lang.<\/p>\n Papp, S. (2019). Assessment and young English language learners. In S. Garton & F. Copland (Eds.), Routledge handbook of teaching English to young learners. (pp.389-407). Routledge.<\/p>\n Rixon, S., & Pro\u0161i\u0107-Santovac, D. (2019). Introduction: Assessment and early language learning. In D. Pro\u0161i\u0107-Santovac & S. Rixon (Eds.), Integrating assessment in early language learning and teaching practice (pp. 1-18). Multilingual Matters.<\/p>\n Teixeira, A., Mota, J., Garc\u00eda-Cabot, A., Garc\u00eda Lop\u00e9z, E. & y de-Marcos, L. (2015). A new competence-based approach for personalizing MOOCs in a mobile collaborative and networked environment. RIED, 19(1), 143-160.<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”2_5″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_blurb title=”Website:” image=”https:\/\/devnull.pt\/cetaps\/wp-content\/uploads\/2024\/08\/tam-bmooc.png” _builder_version=”4.27.0″ _module_preset=”default” title_text=”tam-bmooc” link_option_url=”https:\/\/www.tambmooc.com\/” link_option_url_new_window=”on” hover_enabled=”0″ sticky_enabled=”0″]<\/p>\n www.tambmooc.com<\/p>\n [\/et_pb_blurb][et_pb_text admin_label=”Text” _builder_version=”4.27.0″ link_font=”||||on||||” background_size=”initial” background_position=”top_left” background_repeat=”repeat” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n Project dates: Coordination: Funding: [\/et_pb_text][et_pb_text admin_label=”Text” _builder_version=”4.27.0″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”]<\/p>\n The project team\u00a0of researchers coordinated through in CETAPS (FCSH\/Universidade Nova de Lisboa) involves the collaboration of LE@D (Universidade Aberta) together with external consultants. It brings the expertise of scholars working in the fields of primary English teacher education together with those in e-learning.<\/p>\n CETAPS:<\/strong><\/p>\n LE@D:<\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" TAM-bMOOC stands for \u2018Transforming Assessment Mindsets: Professional development through a blended MOOC and an e-Community of Practice\u2019, which is a research project coordinated through CETAPS, FCSH, Universidade Nova de Lisboa.<\/p>\n","protected":false},"author":1,"featured_media":4876,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_et_pb_use_builder":"on","_et_pb_old_content":" Classroom-based assessment is seen as \u2018principled ways of collecting and using evidence on the quality and quantity of people\u2019s learning\u2019 (Rixon, et al., 2019, p. 1). Regarding early language learning (ELL), traditional assessment methods associated with tests are considered problematic because they do not contemplate attitudinal and motivation goals, oral skills, or intercultural communicative competence. Assessment practices have not accompanied the introduction of English at earlier ages, and assessment remains troublesome. This is due to inadequate planning during policy implementation, assessment being at odds with the playful, oral-based approaches of ELL programmes and the influence of general education which overlooks the specificities of ELL (Mour\u00e3o, et al.,2021). Teachers play a crucial role in the decision-making process which impacts on classroom-based assessment, and improved assessment literacy can overcome negative mindsets towards assessment amongst teachers and stakeholders. Despite being one of the most relevant aspects of teacher education, it has been a pressing issue for decades and teachers continue to require a deeper understanding of \u2018the purposes of and social role of assessment in education\u2019 and to grasp \u2018the link between various assessment purposes, tools or instruments, methods and the curriculum\u2019 (Papp, 2019, p. 400).<\/p> Research in Portugal (Moreira et al., 2021) has identified an incongruence between teaching and learning goals in ELL teachers\u2019 classroom-based assessment practices, which is confounded by an absence of training in assessment, misunderstanding learning outcomes, traditional cultures of assessment and professional isolation. Recommendations highlight the need for an efective, nationwide intervention to upgrade the assessment literacy of Portuguese ELL teachers that changes mindsets and classroom-based assessment practices and counters professional isolation.<\/p> MOOCs combine \u2018autonomous and self-directed learning with a strong social dimension and the interaction that make learning experiences richer and more rewarding\u2019 (Teixeira, et al., 2015: 146). MOOCs are relatively under-researched for professional development, yet they have proven to enhance pedagogical knowledge, improve classroom practices, promote collaborative learning and contribute to continuous PD. They facilitate peer exchange, contribute to building a community, involve peer review activities, use content as a trigger for learning through reflection, sharing and exchange, facilitate transfer to practice and are flexible (Herz, et al., 2021).<\/p> The TAM-bMOOC<\/strong>\u00a0project<\/strong>\u00a0aims to upgrade the assessment literacy of primary English teachers and investigate the efectiveness of the instructional design features of a blended Massive Open Online Course (bMOOC) \u2018Classroom-based assessment in primary English education\u2019\u00a0<\/strong>to stimulate a change in mindsets and classroom practices and foster a sense of community.<\/p> The project team<\/strong>\u00a0of researchers coordinated through in CETAPS (FCSH\/Universidade Nova de Lisboa) involves the collaboration of LE@D (Universidade Aberta) together with external consultants. It brings the expertise of scholars working in the fields of primary English teacher education together with those in e-learning.<\/p> (PI) Sandie Mour\u00e3o (FCSH\/UNL)<\/p> Ana Raquel Sim\u00f5es (U Aveiro)<\/p> Carolyn Leslie (FCSH\/UNL)<\/p> Catarina Castro (IP Leiria)<\/p> Elisabete Silva (IP Bragan\u00e7a)<\/p> Mario Cruz (IP Porto)<\/p> Rosana Dur\u00e3o (U Algarve)<\/p> Isabel Orega (U Algarve)<\/p> Teresa Sequeira (U Algarve)<\/p><\/td> (Co-PI) Ant\u00f3nio Teixeira (U Aberta)<\/p> Lina Morgado (U Aberta)<\/p> Paula Cardoso (IP Leira)<\/p> Jo\u00e3o Vaz (U Aberta)<\/p> Maria Jo\u00e3o Spilker (U Aberta)<\/p> Ana Paula Rocha<\/p><\/td><\/tr><\/tbody><\/table> \u00a0<\/p> Funding:<\/strong>\u00a0The TAM-bMOOC Project is funded through [CETAPS\u2019s FCT funding n\u00ba UIDP\/04097\/2020]<\/p> \u00a0<\/p> References:<\/strong><\/p> Hertz, B. & Engelhardt, K. (2021). Using personalized support & school-based study groups to increase teachers\u2019 participation in MOOCs \u2013 findings from two European pilot projects. IUL Research, 2(3), 3-20.<\/p> Mour\u00e3o, S., Leslie, C., Moreira, M., & Monteiro, E. (2021). Battling against a traditional assessment culture: The case of early English learning in Portugal. In C.Bongartz & J. Rymarczyk (Eds.), Current research into young FL and EAL learners\u2019 literacy skills. (pp. 141-164). Peter Lang.<\/p> Papp, S. (2019). Assessment and young English language learners. In S. Garton & F. Copland (Eds.), Routledge handbook of teaching English to young learners. (pp.389-407). Routledge.<\/p> Rixon, S., & Pro\u0161i\u0107-Santovac, D. (2019). Introduction: Assessment and early language learning. In D. Pro\u0161i\u0107-Santovac & S. Rixon (Eds.), Integrating assessment in early language learning and teaching practice (pp. 1-18). Multilingual Matters.<\/p> Teixeira, A., Mota, J., Garc\u00eda-Cabot, A., Garc\u00eda Lop\u00e9z, E. & y de-Marcos, L. (2015). A new competence-based approach for personalizing MOOCs in a mobile collaborative and networked environment. RIED, 19(1), 143-160.<\/p>","_et_gb_content_width":"","footnotes":""},"tags":[],"project_category":[],"area-tag":[47],"class_list":["post-4875","project","type-project","status-publish","has-post-thumbnail","hentry","area-tag-teacher-education-and-curriculum-studies-in-second-language-education"],"acf":[],"_links":{"self":[{"href":"https:\/\/devnull.pt\/cetaps\/wp-json\/wp\/v2\/project\/4875","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/devnull.pt\/cetaps\/wp-json\/wp\/v2\/project"}],"about":[{"href":"https:\/\/devnull.pt\/cetaps\/wp-json\/wp\/v2\/types\/project"}],"author":[{"embeddable":true,"href":"https:\/\/devnull.pt\/cetaps\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/devnull.pt\/cetaps\/wp-json\/wp\/v2\/comments?post=4875"}],"version-history":[{"count":13,"href":"https:\/\/devnull.pt\/cetaps\/wp-json\/wp\/v2\/project\/4875\/revisions"}],"predecessor-version":[{"id":4894,"href":"https:\/\/devnull.pt\/cetaps\/wp-json\/wp\/v2\/project\/4875\/revisions\/4894"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/devnull.pt\/cetaps\/wp-json\/wp\/v2\/media\/4876"}],"wp:attachment":[{"href":"https:\/\/devnull.pt\/cetaps\/wp-json\/wp\/v2\/media?parent=4875"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/devnull.pt\/cetaps\/wp-json\/wp\/v2\/tags?post=4875"},{"taxonomy":"project_category","embeddable":true,"href":"https:\/\/devnull.pt\/cetaps\/wp-json\/wp\/v2\/project_category?post=4875"},{"taxonomy":"area-tag","embeddable":true,"href":"https:\/\/devnull.pt\/cetaps\/wp-json\/wp\/v2\/area-tag?post=4875"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}References:<\/h2>\n
<\/strong>January 2023 \u2013 December 2025<\/p>\n
<\/strong>Sandie Mour\u00e3o (CETAPS)<\/p>\n
<\/strong>The TAM-bMOOC Project is funded through [CETAPS\u2019s FCT funding n\u00ba UIDP\/04097\/2020]<\/p>\nThe project team<\/h2>\n
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CETAPS<\/td> LE@D<\/td><\/tr>