Publicação
Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education
| Resumo: | 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 recurring 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, conflict 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. |
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| Autores principais: | Flores, Maria Assunção |
| Outros Autores: | Simão, Ana Margarida Veiga; Barros, A.; Pereira, D. |
| Assunto: | Avaliação Ensino superior Assessment Higher education Learner-centred methods Feedback Assessment methods |
| Ano: | 2015 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso restrito |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | 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 recurring 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, conflict 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. |
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