The connections between inclusive pedagogy, visual representations of Science and Mathematics and Multimodality combined with the affordances of Augmented Reality technologies that form the foundation where inclusive practices for assessment could build on.
Published in Chapter:
Building a Bridge for Inclusive Assessment of Newly-Arrived Migrants' Knowledge in Science and Mathematics: The Augmented Assessment Approach
Angelos Sofianidis (European University of Cyprus, Cyprus), Nayia Stylianidou (European University of Cyprus, Cyprus), Maria Meletiou-Mavrotheris (European University of Cyprus, Cyprus), Marios Vryonides (European University of Cyprus, Cyprus), Xenofon Chalatsis (Athens Lifelong Learning Institute, Greece), Ourania Xylouri (Athens Lifelong Learning Institute, Greece), and Panagiotis Giannakoudakis (Aristotle University of Thessaloniki, Greece)
Copyright: © 2022
|Pages: 27
DOI: 10.4018/978-1-7998-8579-5.ch012
Abstract
The Erasmus+/KA3 project Augmented Assessment “Assessing newly arrived migrants' knowledge in Science and Math using augmented teaching material” aims to address the gap that exists in assessing newly arrived migrant students' prior knowledge in the fields of science and mathematics caused by the linguistic obstacle between them and the teachers. To address this gap, the project will develop the Augmented Assessment Library as well as a teachers' training course focusing on inclusive assessment and augmented reality. The chapter outlines the theoretical orientations of the project (augmented assessment bridges) and discusses the elements that comprise them focusing on the connections among inclusive pedagogy, visual representations in science and math education, multimodality, and augmented reality. It also describes the pedagogical framework underpinning the design of the Augmented Assessment Training Course as well as the main innovation of the project which is the Augmented Assessment Library and its pedagogical value for assessment.