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Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education

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dc.contributor.authorFlores, M. A.
dc.contributor.authorVeiga Simão, Ana
dc.contributor.authorBarros, Alexandra
dc.contributor.authorPereira, Diana
dc.date.accessioned2025-04-29T12:34:34Z
dc.date.available2025-04-29T12:34:34Z
dc.date.issued2015
dc.date.updated2024-02-15T18:57:40Z
dc.description.abstractThis 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationFlores, 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/10.1080/03075079.2014.881348pt_PT
dc.identifier.doi10.1080/03075079.2014.881348pt_PT
dc.identifier.eid2-s2.0-84941745132
dc.identifier.issn0307-5079
dc.identifier.slugcv-prod-536888
dc.identifier.urihttp://hdl.handle.net/10400.5/100354
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherTaylor & Francispt_PT
dc.relation.publisherversionhttps://www.tandfonline.com/doi/full/10.1080/03075079.2014.881348pt_PT
dc.subjectAssessmentpt_PT
dc.subjectHigher educationpt_PT
dc.subjectLearner-centred methodspt_PT
dc.subjectFeedbackpt_PT
dc.subjectAssessment methodspt_PT
dc.titlePerceptions of effectiveness, fairness and feedback of assessment methods: a study in higher educationpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage1534pt_PT
oaire.citation.issue9pt_PT
oaire.citation.startPage1523pt_PT
oaire.citation.titleStudies in Higher Educationpt_PT
oaire.citation.volume40pt_PT
person.familyNameFernandes
person.familyNameVeiga Simão
person.familyNameBarros
person.familyNameRibeiro Pereira
person.givenNameMaria Assunção Flores
person.givenNameAna
person.givenNameAlexandra
person.givenNameDiana Alexandra
person.identifier.ciencia-idF413-41DA-632A
person.identifier.ciencia-id3816-04FD-C6E5
person.identifier.ciencia-idF31F-859B-8411
person.identifier.ciencia-id1A1E-14D9-895E
person.identifier.orcid0000-0002-4698-7483
person.identifier.orcid0000-0003-3652-5573
person.identifier.orcid0000-0003-4936-000X
person.identifier.orcid0000-0002-3550-1855
person.identifier.ridN-1121-2016
person.identifier.scopus-author-id54974120700
person.identifier.scopus-author-id56092622700
rcaap.cv.cienciaidF31F-859B-8411 | ALEXANDRA MARIA JANUÁRIO FIGUEIREDO DE BARROS
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication94522851-aa1e-4cfb-a515-11106cad4d3b
relation.isAuthorOfPublicationf67b94cb-c09e-4ee8-b70b-fb1433d73e4e
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relation.isAuthorOfPublication9a93b0d2-1eb3-4bb3-a4f2-cc637e1accac
relation.isAuthorOfPublication.latestForDiscoveryae80cb9a-0cfd-4c97-9ff5-00bdad66098d

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