Methodological Turn in Learning Asseesment: A Study Inspired by Neuro-Phenomenology

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SHARAFI H.; SHABANI VARAKI B.; Abdekhodaei M.S.; MOGHIMI A.

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Journal Paper

Paper Information

Journal: JOURNAL OF THEORY AND PRACTICE IN CURRICULUM Year:2020 | Volume:7 | Issue:14 Page(s): 357-394

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Information Journal Paper

Title

Methodological Turn in Learning Asseesment: A Study Inspired by Neuro-Phenomenology

Author(s)

SHARAFI H. | SHABANI VARAKI B. | Abdekhodaei M.S. | MOGHIMI A. | Issue Writer Certificate

Keywords

integral evaluationQ1

quantitative and qualitative methodsQ1

neuro-phenomenologyQ1

integral theoryQ2

causal layered analysisQ1

Abstract

The main purpose of this paper is to explain the difficulties of existing assessment approaches and suggest an alternative approach in order to overcome these difficulties. Therefore, firstly, the existing assessment approaches have been criticized and next an intergral assessment approach was presented based on the neuro-phenomenology which was inspired by the causal layered analysis, Ken Wilber's theory of integral and fuzzy logic. The most important features of this approach to assessment are holographic attitudes towards human life, reciprocal relationships between mind, brain, body and environment and a synchronous consideration of first-person experiential and third-person experimental approaches to cognition.

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APA: Copy

SHARAFI, H., SHABANI VARAKI, B., Abdekhodaei, M.S., & MOGHIMI, A.. (2020). Methodological Turn in Learning Asseesment: A Study Inspired by Neuro-Phenomenology. JOURNAL OF THEORY AND PRACTICE IN CURRICULUM, 7(14 ), 357-394. SID. https://sid.ir/paper/241915/en

Vancouver: Copy

SHARAFI H., SHABANI VARAKI B., Abdekhodaei M.S., MOGHIMI A.. Methodological Turn in Learning Asseesment: A Study Inspired by Neuro-Phenomenology. JOURNAL OF THEORY AND PRACTICE IN CURRICULUM[Internet]. 2020;7(14 ):357-394. Available from: https://sid.ir/paper/241915/en

IEEE: Copy

H. SHARAFI, B. SHABANI VARAKI, M.S. Abdekhodaei, and A. MOGHIMI, “Methodological Turn in Learning Asseesment: A Study Inspired by Neuro-Phenomenology,” JOURNAL OF THEORY AND PRACTICE IN CURRICULUM, vol. 7, no. 14 , pp. 357–394, 2020, [Online]. Available: https://sid.ir/paper/241915/en

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