Spanish university assessment practices: Examination tradition with diversity by faculty (original) (raw)

EVALUATION OF A UNIVERSITY ASSESSMENT SYSTEM

Assessments are powerful tools for the information they provide. For example, in an educational context, they may facilitate data about students, teachers as well as the institution itself. Moreover, assessments are closely related with pedagogy and curricula. Thus, they may be understood as the result of social constructions adapted to the needs of the institutions and actors; for this reason, there are many models, approaches and perspectives. Assessments are essential components of every learning-teaching process and it is thought that their evaluation is of utmost importance to research about those teaching/learning/assessing issues that should be enhanced to benefit students`learning. The aim of this research project is to identify and define the variables of the assessment system of a public university in Argentina so as to feature current evaluation practices for assessing reading comprehension skills. For this, students of the School of Humanities, where English and French are foreign languages of their curricula, were interviewed. Resulting data provide a valuable insight about formative and summative assessments from the students`perception and experience.

The international state of research on assessment & examinations in Higher Education

A personal viewpoint, attempting to summarise and synthesise some of the key international research and literature regarding assessment in Higher Education. This paper was presented to the Symposion zur Prufüngsforschung (Symposium on Assessment Research) at the University of Hamburg, Germany, on 20th August, 2013. It is also available as an e-book with the title "What we know about assessment" at: http://shop.brookes.ac.uk/browse/extra\_info.asp?compid=1&modid=1&deptid=47&catid=227&prodid=1392

Assessing is not a joke. Alternative assessment practices in higher education

2019

In the context of a general renewal of teaching and learning practices in higher education, specific attention is paid to formative assessment and to the exploration of alternative assessment techniques. This paper presents a study carried out at the University of Florence involving around 200 first-year students in a course where such assessment techniques were adopted. The results showed mixed evidence. Regarding peer-assessment validity, statistical analysis gave a fair level of accordance. As for students’ perception, their concerns about peer- and self-assessment emerged, especially because they understand assessment as a summative and not as a formative practice. Implications are discussed, paving the way for possible future research. Valutare non e uno scherzo. Le pratiche alternative di valutazione nel contesto universitario. Nel quadro di un rinnovamento generale delle pratiche di insegnamento e apprendimento universitarie, un’attenzione particolare e rivolta alla valutaz...

Analizando los resultados académicos en la Educación Superior en España

2017

The development of the European Higher Education Area has been a process of modernization in many universities. Teaching methodologies have undergone a process of continuous change to meet the demands for high quality leading to a need for enhancement in the learning assessment methodologies as well. The objective of this study is to analyse student´s academic performance measured through coursework vs. final exam and to ascertain the factors that could explain the difference. Regression and variance analysis are carried out over the grades and responses to a questionnaire on a sample of 298 students of different subjects in a Spanish university. The results show that there are differences between continuous assessment and the final examination marks.Ministerio de Economía y Competitividad FFI2013-41235-

Student Assessment Strategies in Portugal: An Analysis of TALIS 2013

Procedia - Social and Behavioral Sciences, 2015

The OECD Teaching and Learning International Survey (TALIS) is the largest international survey of teachers. This survey looks at the features that influence effective teaching, such as teachers' initial training and their professional development, the feedback they receive on their teaching, the climate in the classrooms and schools, their satisfaction with their job, as well as the teaching, learning and assessment strategies they use in the classroom. In this paper it is proposed to (i) analyze the TALIS 2013 data concerning the assessment strategies used by low secondary (ISCED level 2) Portuguese teachers and (ii) compare the use of the assessment strategies made by low secondary Portuguese teachers' with those used by other European teachers.