Assessing Heterogeneous Student Bodies Using a Methodology that Encourages the Acquisition of Skills Valued by Employers

Autor/inn/en	Perdigones, Alicia; Garcia, Jose Luis; Valino, Vanesa; Raposo, Cecilia
Titel	Assessing Heterogeneous Student Bodies Using a Methodology that Encourages the Acquisition of Skills Valued by Employers
Quelle	In: Assessment & Evaluation in Higher Education, 34 (2009) 4, S.389-400 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Student Evaluation; Skill Development; Job Skills; Student Motivation; Educational Innovation; Student Attitudes; Student Diversity; Science Education; Active Learning; Engineering Education; Foreign Countries; Higher Education; Educational Assessment; Evaluation Methods; Instructional Effectiveness; Teaching Methods; Comparative Analysis; Educational Testing; Alternative Assessment; Multiple Choice Tests; College Students; Spain + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Schulische Motivation; Instructional innovation; Bildungsinnovation; Schülerverhalten; Naturwissenschaftliche Bildung; Aktives Lernen; Ingenieurausbildung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; assessment; Bewertungssystem; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Collegestudent; Spanien
Abstract	This work compares the results of three assessment systems used in two Spanish universities (the "Universidad Politecnica de Madrid" and the "Universidad Catolica de Avila"): the traditional system based on final examinations, continuous assessment with periodic tests and a proposed system (specially designed for heterogeneous student bodies) orientated towards motivating students. This third system involved dividing the syllabus into two different parts: a common core assessed by multiple choice tests, and a specialisation assessed by a literature review, the writing of an article and an oral presentation. The latter skills are highly valued by employers. The proposed system led to a greater pass rate than that achieved by students taking similar courses assessed by the more conventional systems. In addition, the results show that involving students in the assessment process increases their participation in their studies and generates a feeling of satisfaction and justice. (Contains 4 figures and 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: 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	2017/4/10