Assessment from a Disciplinary Approach: Design and Implementation in Three Undergraduate Programmes

Autor/inn/en	Fernández-Ruiz, Javier; Panadero, Ernesto; García-Pérez, Daniel
Titel	Assessment from a Disciplinary Approach: Design and Implementation in Three Undergraduate Programmes
Quelle	In: Assessment in Education: Principles, Policy & Practice, 28 (2021) 5-6, S.703-723 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernández-Ruiz, Javier) ORCID (Panadero, Ernesto) ORCID (García-Pérez, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2021.1999210
Schlagwörter	Foreign Countries; Intellectual Disciplines; College Programs; Student Evaluation; Evaluation Methods; Summative Evaluation; Formative Evaluation; Performance Based Assessment; Undergraduate Study; Physical Education; College Mathematics; Medical Education; College Faculty; Spain + Suchen Sie Ihr Suchwort? Ausland; Geisteswissenschaften; Studienprogramm; Schulnote; Studentische Bewertung; Leistungsermittlung; Grundstudium; Körpererziehung; Sportunterricht; Medizinische Ausbildung; Fakultät; Spanien
Abstract	The role of the academic discipline is a major factor in the assessment design and implementation in higher education. Unfortunately, a clear understanding of how teachers from different disciplines approach assessment is still missing; this information can lead to teacher training programmes that are better designed and more focussed. The present study compared assessment design and implementation in three programmes (sport science, mathematics, and medicine) each representing a discipline from 4 Spanish universities. Using a mixed-methods approach, data from syllabi (N = 385) and semi-structured interviews with teachers (N = 19) were analysed. The results showed different approaches to assessment design and implementation in each programme in two main axes: summative or formative purposes of assessment, and content-based or authentic assessment. Implications for further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01