A review of articles published in Assessment and Evaluation in Higher Education, over the last eight years (2006-2013) on assessment in higher education, since the introduction of the Bologna process, is the subject of the paper. The first part discusses the key issue of assessment in higher education and the method used for selecting articles. The second part presents results according to the main emerging themes arising from data analysis: assessment methods, modes of assessment and assessment related to a given teaching and learning method. The paper concludes that the foci of the studies are aligned with assessment practices other than the written test, in accordance with a learner-oriented perspective. Although the implementation of the Bologna process has had different kinds of impact in different European countries, the review shows that the use and effects of a diversity of assessment methods in higher education have been investigated, particularly those pointing to the so-called alternative methods. Implications of the findings are discussed.

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The COVID-19 pandemic brought about a global crisis affecting all sectors of society. Higher education is no exception. The closure of higher education institutions has dictated a sudden and unexpected transition from face-to-face to remote teaching to mitigate the spread of the SARS-CoV-2. This paper draws upon a wider piece of research which aimed to understand how higher education students adapted to the closure of their institution and how they looked at their experience of online teaching and learning. In total, 2718 students from different Portuguese higher education institutions participated in the study. Findings showed that both personal and contextual factors explained students' positive or negative adaptation to online teaching and learning as a result of the closure of higher education institutions. Institutional and pedagogical responses, individual selfregulatory and socio-emotional competencies and adequate resources were factors that led to either a more positive or negative student experience of online teaching and learning in times of

This paper draws upon a wider study on assessment in higher education. It focuses on students' perceptions of the effectiveness and relevance of feedback in regard to assessment methods and self-regulation of learning. In total, 605 undergraduates participated in the study from five Portuguese public universities. Data were collected through questionnaires with open and closedended questions. Results revealed that feedback is perceived as more relevant, effective and in a more positive way by students who are assessed by learner-centred methods than by those assessed by traditional methods. Also, participants who are assessed by learner-centred methods or mixed methods perceived feedback as more effective in all phases of self-regulation learning than students who are assessed by traditional methods. Implications of the findings for feedback and assessment in Higher Education are discussed.

Magnetoliposomes containing calcium ferrite (CaFe2O4) nanoparticles were developed and characterized for the first time. CaFe2O4 nanoparticles were covered by a lipid bilayer or entrapped in liposomes forming, respectively, solid or aqueous magnetoliposomes as nanocarriers for new antitumor drugs. The magnetic nanoparticles were characterized by UV/Visible absorption, XRD, HR-TEM, and SQUID, exhibiting sizes of 5.2 ± 1.2 nm (from TEM) and a superparamagnetic behavior. The magnetoliposomes were characterized by DLS and TEM. The incorporation of two new potential antitumor drugs (thienopyridine derivatives) specifically active against breast cancer in these nanosystems was investigated by fluorescence emission and anisotropy. Aqueous magnetoliposomes, with hydrodynamic diameters around 130 nm, and solid magnetoliposomes with sizes of ca. 170 nm, interact with biomembranes by fusion and are able to transport the antitumor drugs with generally high encapsulation efficiencies (≥70%). These fully biocompatible drug-loaded magnetoliposomes can be promising as therapeutic agents in future applications of combined breast cancer therapy.

This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.

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The objective of this research was to determine the effects of using tanks with different bottom areas/volumes on the growth and reproduction of the European cuttlefish, Sepia officinalis. One hundred and eighty‐four juvenile cuttlefish (46.1 ± 20.9 g) were used to test replicates of 9000 L (6.67 m2), 750 L (1.54 m2) and 250 L (0.79 m2 – control). Growth and reproduction data were registered. In addition, egg proximate composition differences were assessed by collecting egg samples from each tank. Regarding growth, no statistical differences between tank types were found (P > 0.05), but total absolute mortality was lower in 9000 L tanks. As for reproduction, differences were found (P < 0.05) between individual tanks for mean egg (MEW), male (MW♂) and hatchling (MHW) weights; and egg batch number. One of the 9000 L tanks displayed the highest overall and individual fecundity (16 593 and 1383 eggs respectively) and egg viability (~72%) ever obtained in our facilities. Differences (P < 0.05) regarding egg proximate composition of different tanks were noted. Significant (P < 0.05) correlations were established between the duration of reproduction stage and batch, MEW and MW♀, egg viability and MHW, and MHW and egg ash content. The present results might be related to sex ratios, differences in weight between ♀ and ♂, and/or derived from breeders condition.