Hoskins Bryony & Fredriksson Ulf (2008). Learning to Learn : What is it and can it be measured?. Ispra : Centre for Research on Lifelong Learning (CRELL). En ligne : <http://crell.jrc.ec.eur ... 0be%20measured_ver5.pdf>.
Added by: Laure Endrizzi (05 Nov 2008 17:03:04 Europe/Paris) Last edited by: Laure Endrizzi (24 Nov 2008 16:04:14 Europe/Paris)
|Resource type: Government Report/Documentation
BibTeX citation key: Hoskins2008
Keywords: Europe, Ă©valuation
Creators: Fredriksson, Hoskins
Publisher: Centre for Research on Lifelong Learning (CRELL) (Ispra)
Views index: 28%
Popularity index: 7%
|URLs http://crell.jrc.e ... 0measured_ver5.pdf|
Measuring Learning to learn is part of a process to establish and monitor the
learning processes and outcomes needed to facilitate the development of lifelong learning
in Europe. This report highlights the European political developments that have taken
place which have placed learning to learn as a political priority within the Lisbon 2010
Education and Training process. It connects these with the move to a competence based
approach that emphasises the testing of a holistic and real-world based capability that
includes values, attitudes, knowledge and skills.
The report analyses how the competence learning to learn has been defined. It
highlights different understandings which have been developed from within the socialcultural
and cognitive psychological paradigms. It investigates the European definition of
learning to learn and how it relates to these epistemological positions. The report also
establishes what learning is not by visiting concepts such as intelligence, problem-solving
and learning strategies.
In a second step the report investigates how learning to learn can be measured. 3
national tests that are combined within the European test are explained: the University of
Helsinki test, the Bristol University test and the Dutch test. The European framework is
then described and preliminary evaluation of the European learning to learn pre-pilot is
briefly given. Existing international tests, in particular PISA, are analysed to see if these
tests cover the definition. The results described are that these tests do not cover the full
range of aspects of learning to learn and tend only to use the affective questions as
explanatory variables for the test results rather than one dimension of the measurable
outcomes. Finally, future directions for research to improve the conceptual basis of the
European learning to learn test are proposed which highlights the need for more
interdisciplinary research in the field of learning.
Added by: Laure Endrizzi
Chapitre 6 : Measuring learning to learn (revue de projets proposant mĂ©thodes et outils pour Ă©valuer le savoir-apprendre)
Les travaux du CRELL se sont appuyĂ©s quelques projets europĂ©ens de rĂ©fĂ©rence :
- projet finlandais "Life as learning" (LEARN), par le Centre for Educational Assessment de l'universitĂ© d'Helsinki ; voir le rapport dirigĂ© par J. HautamĂ¤ki Assessing learning to learn : A framework (2002)
- projet anglais ELLI (Effective lifelong learning inventory), par l'universitĂ© de Bristol ; voir le site du projet et le questionnaire Ă l'usage des enseignants et des Ă©lĂ¨ves.
- projet nĂ©erlandais "cross-curricular skills test" ou CCST ; voir notamment les travaux de Joost Meijer, dont la rĂ©fĂ©rence suivante :
Meijer, Joost (2007). Cross-curricular skills testing in The Netherlands. Curriculum Journal, 18 (2), 155-173.
- travaux d'Amparo Moreno en Espagne (universitĂ© autonome de Madrid) sur la mesure des capacitĂ©s mĂ©ta-cognitives, et notamment l'article de synthĂ¨se suivant :
Moreno, Amparo & MartĂn, Elena (2007). The development of learning to learn in Spain. Curriculum Journal, 18 (2), 175-193. Added by: Laure Endrizzi