Author(s):
Fernandes, Eva Lopes
Date: 2024
Persistent ID: https://hdl.handle.net/1822/96216
Origin: RepositóriUM - Universidade do Minho
Subject(s): Assessment practices; Assessment conceptions; Feedback; University teachers; Pre-service teachers; Práticas de avaliação; Conceções de avaliação; Professores universitários; Estudantes futuros professores; Prácticas de evaluación; Concepciones de evaluación; Profesores universitarios; Estudiantes futuros profesores; Ciências Sociais::Ciências da Educação; Educação de qualidade
Description
This paper examines the conceptions and practices of assessment of an university teacher, in a perspective of professional development, complemented by her students’ (n=25) perceptions. Data were collected in a course from a master's degree in Teacher Education in a Portuguese public university. An Intervention and Training Project was carried out, combining qualitative and quantitative methods. It included the analysis of interaction strategies, the potential and limitations of the assessment methods and their implications for teaching, learning and academic results. The formative function of assessment, through regulating, monitoring, guiding, improving and supporting student learning and the involvement of students in the assessment practices emerges.
