FEIS 2018 – International Symposium on the Future of Education in Information Science

The purpose of this paper, considering the relevance of Shera thoughts and its repercussions, is to reposition, in epistemological-historical terms, Jesse Shera’s approaches and their impacts according to a relation between life and work of the epistemologist. Without the intention of an exhaustive discussion, the purpose is to understand some unequivocal relations between the Shera critique for the context of its theoretical formulation and the consequences of this approach contrary to some tendencies originating from the technical and bureaucratic roots of the field (before and after World War II). It is deduced that Shera, rather than observing the sociopolitical reality and technical partner in which the texture of alibrary-based thought (but visualized by him as documentaryinformational), establishes, in his own praxis, social epistemology as a sort of "critique of the future," that is, as a praxis of the reflexive activity of the subject inserted in this episteme. In our discussion, the epistemological-social approach represents a vanguard for the context of its affirmation, a reassessment for the immediate decades to its presentation(years 1960 and 1970) and a critique for the future of what was consolidated under the notion of information Science, anticipating affirmations of "social nature" of the 1980s and 1990s in the field of information.

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Why Assessment Which Carries No Grades and Marks is the Key for the Future of Education?

Education in Medicine Journal ◽

10.21315/eimj2021.13.2.8 ◽

2021 ◽

Vol 13 (2) ◽

pp. 91-95

Author(s):

Mohd Salami Ibrahim ◽

Muhamad Saiful Bahri Yusof ◽

Ahmad Fuad Abdul Rahim

Keyword(s):

Formative Assessment ◽

Curriculum Design ◽

Best Practice ◽

Formative Assessments ◽

Summative Assessments ◽

The Future ◽

Direct Contrast ◽

Future Of Education ◽

Contemporary Practice ◽

Philosophical Underpinning

Formative assessments are commonly being mixed up with summative assessments which provide feedback. The ambiguity leads to a loss of distinction between the two. This blending is in direct contrast to the best practice of education, which advocates clarity of formative and summative function as a precursor to a quality assessment. In this commentary, we emphasise the non-credit bearing as the discriminatory feature, which illuminates the formative purpose of an assessment. We begin by revisiting the history from the time of the founding scholars who conceptualised formative and summative ideas. Subsequently, we compare it with the contemporary practice of assessment. Then we elucidate the philosophical underpinning of formative assessment and how the future of education relies on education, which move away from a pure exam-oriented focus of the curriculum. Finally, we relate the revolutionary concept of formative assessment with personalised education as the key curriculum design of tomorrow’s education.

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