Percepções dos estudantes universitários sobre a avaliação das aprendizagens: um estudo exploratório

Pereira, Diana; Flores, María Assunção

doi:10.1590/s1414-40772012000200012

Cited by 19 publications

(16 citation statements)

References 16 publications

(11 reference statements)

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“…Although the traditional methods of assessment (paper and pencil test/exam) are widely used in higher education contexts (Sambell, McDowell and Brown 1997;Scouller 1998;Pereira and Flores 2012;Lesage, Valcke and Sabbe 2013) a growing body of research on assessment shows that the use of these methods may not be suitable for higher education purposes (Wen and Tsai 2006;Price, Carroll, O'Donovan and Rust 2011;Goubeaud and Yan 2004;Duncan and Buskirk-Cohen 2011). In fact, the traditional methods used alone may limit the scope of assessment and learning process.…”

Section: Assessment Methods In Higher Educationmentioning

confidence: 99%

Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

Pereira

Flores

Barros

2017

Educational Studies

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This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed.

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Section: Assessment Methods In Higher Educationmentioning

confidence: 99%

Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

Pereira

Flores

Barros

2017

Educational Studies

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“…The assessment methods conventionally used in higher education are examinations and written tests (Pereira and Flores 2012;Perrenoud 1999;Scouller 1998). However, these methods do not inform how learning occurred as they mainly promote a hierarchy of grades (Perrenoud 1999).…”

Section: Assessment In Higher Educationmentioning

confidence: 99%

Assessment revisited: a review of research inAssessment and Evaluation in Higher Education

Pereira

Flores

Niklasson

2015

Assessment & Evaluation in Higher Education

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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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“…Esses níveis cognitivos podem ser avaliados por testes de múlti-pla escolha, exame oral, dissertações ou trabalhos escritos 16,17 . Avaliar a "ação" ou a tomada de decisão significa avaliar o que ocorre na práxis clínica, e o Osce se mostrou confiável para medir o "saber fazer" e não somente o "saber como", ao se aproximar ao máximo de uma situação real do dia a dia da prática profissional 1,18 , mesmo que realizada por pacientes simulados diferentes no processo de avaliação nas suas quatro estações.…”

Section: Discussionunclassified

Metodologias Ativas em Fisioterapia: Estudo de Confiabilidade Interexaminador do Método Osce

Cacho¹,

Baroni

Ruaro

et al. 2016

Rev. bras. educ. med.

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RESUMO O presente estudo relata a experiência da aplicação do Exame Clínico Objetivo Estruturado (do inglês Objective Structured Clinical Examination – Osce) em um curso de Fisioterapia e demonstrar a confiabilidade interexaminador dos instrumentos de avaliação da simulação de atendimento fisioterapêutico. Participaram do estudo 29 estudantes regularmente matriculados no sétimo período do curso de Fisioterapia da Faculdade de Ciências da Saúde do Trairi, da Universidade Federal do Rio Grande do Norte (Facisa/UFRN). Foram elaboradas quatro estações de casos clínicos referentes à área de aparelho locomotor; para cada estação, havia um instrumento de avaliação da simulação do atendimento fisioterapêutico com as opções de resposta “sim”, “não” e “insuficiente”, com avaliação realizada por dois docentes em cada estação. O aluno teve sete minutos em cada estação para realizar a tarefa clínica, sendo que quatro alunos foram avaliados simultaneamente. Houve diferença significativa na distribuição de notas entre as estações 1 e 2 (p < 0,001) e 1 e 3 (p = 0,001). Verificou-se confiabilidade interexaminador excelente nas estações 1 (CCI = 0,89), 2 (CCI = 0,99) e 3 (CCI = 0,99), enquanto na estação 4 a confiabilidade interexaminador foi satisfatória (CCI = 0,73). Dessa forma, os achados indicam que o Osce na prática fisioterapêutica possui confiabilidade interexaminador de satisfatória a excelente, independentemente do perfil de ensino-aprendizagem e do instrumento de avaliação adotado, podendo ser um método útil para o processo avaliativo da formação profissional em saúde.

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Percepções dos estudantes universitários sobre a avaliação das aprendizagens: um estudo exploratório

Cited by 19 publications

References 16 publications

Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

Assessment revisited: a review of research inAssessment and Evaluation in Higher Education

Metodologias Ativas em Fisioterapia: Estudo de Confiabilidade Interexaminador do Método Osce

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