22 SES 10 B, Teaching, Learning and Assesment in Higher Education
As expressed by Boud (2007) “the great innovation in assessment in the 1960s was the introduction of ideas from educational measurement. This was important then as it made assessment thinking more systematic and introduced terminology, such as reliability and validity. It also introduced new techniques such as multiple-choice tests. In the 1970s, the distinction between formative and summative assessment was introduced. In the 1980s, the value of self and peer assessment was accepted. In the 1990s, the consequences of assessment for student learning were recognized. Just because an assessment activity satisfies some technical measurement requirements doesn’t mean that it has a worthwhile impact on what students learn and how they go about approaching their learning.”
One of the directions regarding innovation in higher education (Boud, 2006) is involving students in the assessment process. Boud expresses that the current society is requiring graduates capable of planning their own learning as the base of both a lifelong autonomous learning and the development of a critic and innovative thinking. The democratization of education, as Sanmartí (2002) manifests, implies new challenges for teachers. To enhance learning of university students we need to know their “logics”, their difficulties and the problems they come with during their learning process. It is also important that students recognize these difficulties to be able to overcome them. Consequently, a new assessment culture is needed, in which assessment tasks are learning tasks. Universities must, therefore, consider new assessment strategies. Authors such as Bordas and Cabrera (2001), Biggs (2003), Falchikov (2005) or Carless et al. (2006) have been promoting alternatives to traditional assessment, which are the object of study and analysis of others (Ibarra and Rodríguez, 2010).
As Carless, Joughin & Mok (2006) expressed “assessment processes should involve students actively so as to promote the kind of dispositions they need to be lifelong learners”
In this paper we present the results about a research funded by AECI (Spanish Agency for Cooperation and Development – Ref. A/016477/08) where seven universities have participated: Universidad de Cádiz (UCA - Spain); Universidad de Antioquia (UdeA - Colombia); Universidad Nacional (UNA - Costa Rica); Universidad Nacional Pedagógica Francisco Morazán (UPNFM - Honduras); Universidad de Sevilla (US – Spain) and Universidad de San Carlos (USAC – Guatemala).
This research has been designed to achieve two aims:
- To analyze the perspective of university students about their participation in assessment.
- To analyze the perspective of university teachers about the participation of students in assessment.
BOUD, D. (ed.) (1995). Enhancing learning trough self assessment. London: Kogan Page Limited. BOUD, D. (2007). Great designs: what should assessment do?. International Online Conference sponsored by the REAP Project: Assessment design for learner responsibility - 29th to the 31st May 2007. ( http://www.reap.ac.uk/reap07/Portals/2/CSL/boud-pres/AssessmentREAPConference07Boud.zip) BOUD, D. & FALCHIKOV, N (Eds.) (2006) Rethinking Assessment in Higher Education. Learning for the longer term. London: Routledge. BRYAN, C. & CLEGG, K. (Eds.) (2006). Innovative Assessment in Higher Education. London: Routledge. CARLESS, D., JOUGHIN, G. & MOK, M.M.C. (2006). Learning-oriented assessment: principles and practice. Assessment & Evaluation in Higher Education, 31 (4), 395-398. DAVIES, H. & ARCHER, J. (2005). Multi-source feedback: development and practical aspects. Clinical Teacher, 2 (2), 77-81. FALCHIKOV, N. (2005): Improving Assessment Through Student Involvement. Practical solutions for aiding learning in higher and further education. London: RoutledgeFalmer. IBARRA SAIZ, M.S. & RODRÍGUEZ_GÓMEZ, G. (2010). Aproximación al discurso dominante sobre la evaluación en la universidad. Revista de Educación, (351), 385-407.
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