Towards Disruptive and Dialogic Assessment Systems Supported by Technology

The current educational scenario is leading to the redefinition of educational methodologies, and learning environments and to the emergence of hybrid and ubiquitous learning systems. This shift has created the need to review student competency models, teacher roles, and the assessment processes. This article proposes an approach towards a disruptive and inclusive assessment approach based on students’ competence development, on personalized dialogic models focusing on the student and on how teachers can help and guide them through assessment to redesign their learning strategies and set new learning goals. Technology which allows to create online and offline educational and assessment resources is an optimal resource to support changes in education. This article presents a series of offline procedures and templates that can support assessment processes, as well as a mobile app specifically designed to carry out new assessment approaches in school education integrating teacher assessment, peer assessment and self-assessment. These tools support teaching and learning by automating processes, simplifying access to information, recording different assessment moments and customizing assessment to the characteristics of different groups of students.