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Formative Assessment in Higher Education: Particularities of Appreciative Intelligence of University Teachers in Formative Assessment Process

Formative Assessment in Higher Education: Particularities of Appreciative Intelligence of University Teachers in Formative Assessment Process

Birnaz Nina, Valeria Botezatu
Copyright: © 2020 |Pages: 25
ISBN13: 9781799823148|ISBN10: 1799823148|ISBN13 Softcover: 9781799823155|EISBN13: 9781799823162
DOI: 10.4018/978-1-7998-2314-8.ch006
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MLA

Nina, Birnaz, and Valeria Botezatu. "Formative Assessment in Higher Education: Particularities of Appreciative Intelligence of University Teachers in Formative Assessment Process." Assessment, Testing, and Measurement Strategies in Global Higher Education, edited by Elena Aurel Railean, IGI Global, 2020, pp. 107-131. https://doi.org/10.4018/978-1-7998-2314-8.ch006

APA

Nina, B. & Botezatu, V. (2020). Formative Assessment in Higher Education: Particularities of Appreciative Intelligence of University Teachers in Formative Assessment Process. In E. Railean (Ed.), Assessment, Testing, and Measurement Strategies in Global Higher Education (pp. 107-131). IGI Global. https://doi.org/10.4018/978-1-7998-2314-8.ch006

Chicago

Nina, Birnaz, and Valeria Botezatu. "Formative Assessment in Higher Education: Particularities of Appreciative Intelligence of University Teachers in Formative Assessment Process." In Assessment, Testing, and Measurement Strategies in Global Higher Education, edited by Elena Aurel Railean, 107-131. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2314-8.ch006

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Abstract

This chapter describes the particularities of the appreciative intelligence of university teachers in the formative assessment. Appreciative intelligence is the ability to identify the qualities and positive aspects of a person, and to harness them. In the educational field, the appreciative intelligence of the teacher consists of essential components: appreciative inquiry (research), appreciative advising, and appreciative mindset. The chapter describes the concept of appreciative intelligence, being presented different acceptances and opinions of the researchers. The second part of the chapter highlights the problems and contradictions regarding the appreciative intelligence in the educational field and analyzes the appreciative intelligence of university teachers in the formative assessment process. This chapter proposes an evaluation and training program of the appreciative intelligence of university teachers based on its systemic context. The chapter ends with solutions and recommendations, a conclusion, and future research directions.

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