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Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education
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Orientador(es)
Resumo(s)
This paper draws upon a broader piece of research aimed at investigating
assessment in higher education. It focuses upon the perceptions of
undergraduates about issues of effectiveness, fairness and feedback, particularly
in regard to the so-called learner-centred methods. In total, 378 undergraduate
students participated in the study at the University of Minho (254) and at the
University of Lisbon (124). Data were collected through questionnaires. Findings
suggest that the most frequent assessment methods are written tests, oral
presentations in group and project work. Participants who are assessed by
methods which require their active involvement view assessment as a fairer and
more effective process than students who are assessed by more traditional
methods such as examinations and written tests. However, the idea of conflict in
assessment emerged as a key distinctive feature associated with learner-centred
assessment methods such as project work and portfolios. Implications of the
findings for developing learner-centred methods in higher education are discussed.
Descrição
Palavras-chave
Assessment Higher education Learner-centred methods Feedback Assessment methods
Contexto Educativo
Citação
Flores, M. A., Veiga-Simão, A. M., Barros, A., & Pereira, D. (2015) Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education, Studies in Higher Education, 40(9), 1523-1534. https://doi.org/10.1080/03075079.2014.881348
Editora
Taylor & Francis