Spanish university assessment practices: examination tradition with diversity by faculty

Panadero, Ernesto; Fraile, Juan; Ruiz, Javier Fernández; Castilla-Estévez, David; Ruíz, Miguel A.

doi:10.1080/02602938.2018.1512553

Cited by 51 publications

(44 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…(p. 193). Therefore, the negative correlation between the use of deep learning strategies and reported mean grade might make sense if assessment practices reinforce the use of strategies aimed at assuring "short-term learning" as it has been shown to happen frequently (Panadero et al, 2019), which creates illusions of competence instead of deep learning. This hypothesis is further supported by the also negative correlation between learning orientation and reported mean grade, showing that having learning goals does not guarantee obtaining higher grades in our sample as research has found previously (Zhou & Wang, 2019).…”

Section: Discussionmentioning

confidence: 99%

Estrategias de aprendizaje profundas: Validación de un modelo situacional y su cuestionario

Panadero

Alonso‐Tapia

García‐Pérez

et al. 2021

Revista de Psicodidáctica

Self Cite

View full text Add to dashboard Cite

Measuring self-regulated learning is crucial to improve our educational interventions. Self-report has been the major data collection method and a number of questionnaires exist. Importantly, the vast majority of the questionnaires are constructed from general theoretical models. Our aim was to develop a model and its questionnaire-i.e. Deep Learning Strategies questionnaire-to investigate how students regulate their learning strategies in more realistic learning situations. Four scales were created: (1) Basic learning self-regulation strategies; (2) Visual elaboration and summarizing strategies; (3) Deep information processing strategies; and (4) Social learning self-regulation strategies. A total of 601 higher education students formed the sample. We analyzed, first, the internal validity of the questionnaire. Three structural models were tested: (M1) mono-factor; (M2) scales correlate among them freely, and (M3) the scales are indicators of a general construct. The latter model showed a slight better fit. Additionally, a path analysis was carried out to study the degree in which the use of the Deep learning strategies depends on personal factors and is associated to performance. It was found that the use depends directly and positively on learning goal orientation, on the self-messages defining the self-regulation style of emotion and motivation focused on learning, and on effort. Besides, these two last variables convey the effect of self-efficacy that, at the same time, affects effort. Academic performance, depends positively on effort but negatively to the use of deep learning strategies. It is hypothesized this negative relationship is due to the method of measurement of academic performance.

show abstract

Section: Discussionmentioning

confidence: 99%

Estrategias de aprendizaje profundas: Validación de un modelo situacional y su cuestionario

Panadero

Alonso‐Tapia

García‐Pérez

et al. 2021

Revista de Psicodidáctica

Self Cite

View full text Add to dashboard Cite

show abstract

“…In this way, there are continuous reflections and dialogues, applicable to any learning and a knowledge that ends up being reflected in a fair distribution of grades among peers. However, in spite of these virtues and experiences, other studies point out that there is still a lack of tradition in university centers to apply these assessment models, which leads to a lack of training for newly qualified teachers [80][81][82][83][84].…”

Section: The Role Of Assessment In Promoting the Motivation And Involmentioning

confidence: 99%

Conceptual Analysis of Influential Factors in the Motivation and Involvement of the University Student towards the Assessment in Physical Education

et al. 2020

View full text Add to dashboard Cite

The involvement of university students in their own assessment leads to motivation towards learning. The aim of this study is twofold. The first aim is to analyze the factors of evaluation in Physical Education that generate motivation and involvement. To do this, we have discussed five factors: (1) to generate awareness of what is being learned; (2) to delimit the deadlines in the development of tasks; (3) to associate it with the development of competencies; (4) to apply it in a variety of contexts and tasks; and (5) to allow reflection on the teaching and learning process. The second aim, based on the previous one, tries to delimit strategies to implement a quality evaluation in the university classrooms. Five strategies have been analyzed: (1) triadic assessment; (2) grade distribution; (3) collaborative creation of instruments; (4) elaboration of formative questions; and (5) use of apps. Finally, a series of reflections are proposed to put into practice the formative and shared assessment as opposed to the traditional evaluation. This manuscript is a substantial contribution to the existing literature, as it serves as a clear guide for university teachers to implement this type of assessment in the classroom, generating student motivation and transferability of their learning.

show abstract

“…Y por otro lado a nivel de coevaluación entre estudiantes, al no ser una práctica habitual durante su formación inicial. Panadero, Fraile, Fernández, Castilla-Estévez y Ruiz (2019), en un estudio donde exploraban la evaluación en la Educación Superior española actual, apuntaban como conclusiones que la evaluación entre iguales y la autoevaluación son bastante raros, y que las prácticas evaluativas casi no cambian entre los cuatro cursos de formación inicial.…”

Section: Discusión Y Conclusionesunclassified

Percepciones de Estudiantes y Docentes: Evaluación Formativa en Proyectos de Aprendizaje Tutorados

Martínez-Mínguez¹,

Prados²,

Boza³

et al. 2019

RIEE

View full text Add to dashboard Cite

This article presents the results of some educational research about connecting the academic and professional environments in the education degree within two Catalan universities (UAB, UdG). The goal of this study is to analyse perceptions of faculty members, psychomotricity teachers and students about formative assessment in Project of Oriented Learning (POL) to facilitate the acquisition of psychomotor professional skills in pre-service education. This research has been developed in two obligatory subjects in two Spanish university degrees, with a sample of 170 students, 2 lecturers and 7 psychomotricity teachers. Both subjects have developed an assessment and learning activity called: documentation psychomotor session in groups, in POL format. This study is conceived within the interpretative approach, also called qualitative, naturalist or humanist. Two research techniques are used; a Likert scale questionnaire and two focus groups. Statistical analysis was carried out through arithmetic mean and the standard deviation. The qualitative analysis of the focus groups has been done using the categorical analysis. The resulting data and

show abstract

Spanish university assessment practices: examination tradition with diversity by faculty

Cited by 51 publications

References 19 publications

Estrategias de aprendizaje profundas: Validación de un modelo situacional y su cuestionario

Estrategias de aprendizaje profundas: Validación de un modelo situacional y su cuestionario

Conceptual Analysis of Influential Factors in the Motivation and Involvement of the University Student towards the Assessment in Physical Education

Percepciones de Estudiantes y Docentes: Evaluación Formativa en Proyectos de Aprendizaje Tutorados

Contact Info

Product

Resources

About