Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education

Online Peer Assessment no ensino superior: uma revisão sistemática da literatura em práticas educacionais

“…Há estudos empíricos, por exemplo, que demonstram que o uso de métodos alternativos de avaliação permite uma aprendizagem mais eficaz e uma maior motivação por parte dos estudantes (TANG et al, 1999;SEGERS;THURLINGS, 2008). Por outro lado, o modo como a avaliação é operacionalizada influencia a motivação e a aprendizagem dos alunos (BIRENBAUM; FELDMAN, 1998;FERNANDES;LIMA 2012;WEBBER, 2012;FLORES et al, 2014;, sendo vista como "uma ferramenta para a aprendizagem" (DOCHY; MCDOWELL, 1997).…”

“…Estudos empíricos têm demonstrado que a utilização de métodos alternativos proporciona uma aprendizagem mais eficaz e motivadora (TANG et al, 1999;BIRENBAUM;FELDMAN, 1998). Outros estudos reportam a sua relevância, mas destacam a ligação entre métodos alternativos de avaliação e aspetos ligados à autonomia dos estudantes e ao papel do feedback (FLORES et al, 2014).…”

University Teachers’ Perceptions about Assessment Practices: A Study in Five Portuguese Universities.

“…In most European countries, changes occurred in teaching, learning and assessment process with the implementation of the Bologna Process (Flores et al, 2015;Pereira et al, 2016). In addition to the Bologna Declaration (1999), the Leuven/Louvain-la-Neuve Communiqué (2009) stresses the promotion of a learner-centred learning approach in order to develop students' competences for the real life.…”

“…A learner centred-assessment approach emphasises the student as the centre of the process promoting the active knowledge construction (Webber, 2012). This approach is based on the use of different methods and modes of assessment such as project, portfolio, self-and peer assessment, simulations, amongst others (Flores et al, 2015) which enable the development of skills such as autonomy, collaborative work and critical thinking (Sambell & McDowell, 1998), promoting feedback and the students' motivation (Huba & Freed, 2000). Nevertheless, research is needed on changes of educational practices as a result of the Bologna Process (Wihlborg & Teelken, 2014) and on students' and teachers' perceptions and practices of assessment and learning (Pereira et al, 2016).…”

Conceptions and Practices of Assessment in Higher Education: A Study of Portuguese University Teachers

“…The reorganisation of higher education systems in Europe has challenged the ways of looking at curricula but also to teaching, learning and assessment (Flores & Veiga Simão, 2007;Flores, Veiga Simão, Barros, & Pereira, 2015;Simão, Santos, & Costa, 2003). Among the key features of the Bologna Process is the emphasis on a student-centred approach involving new forms of teaching and learning with tutorial support (Leuven / Louvain-la-Neuve Communiqué, 2009) and the use of innovative methods that promote participatory learning and the development of critical thinking (Bucharest Communiqué, 2012).…”