Assessment Revisited: A Review of Research in "Assessment and Evaluation in Higher Education"

Autor/inn/en	Pereira, Diana; Flores, Maria Assunção; Niklasson, Laila
Titel	Assessment Revisited: A Review of Research in "Assessment and Evaluation in Higher Education"
Quelle	In: Assessment & Evaluation in Higher Education, 41 (2016) 7, S.1008-1032 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2015.1055233
Schlagwörter	Higher Education; Meta Analysis; Literature Reviews; Evaluation; Evaluation Methods; Teaching Methods; Learning Strategies; Learning Processes; Evaluation Problems; Evaluation Needs; Evaluation Criteria; Educational Practices; Questionnaires; Interviews; Observation; College Students; College Faculty + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Meta-analysis; Metaanalyse; Evaluierung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; Bildungspraxis; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Collegestudent; Fakultät
Abstract	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. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01