What Are We Missing? Spanish Lecturers' Perceptions of Their Assessment Practices

Autor/inn/en	Quesada-Serra, V.; Rodríguez-Gómez, G.; Ibarra-Sáiz, M. S.
Titel	What Are We Missing? Spanish Lecturers' Perceptions of Their Assessment Practices
Quelle	In: Innovations in Education and Teaching International, 53 (2016) 1, S.48-59 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2014.930353
Schlagwörter	Foreign Countries; Teacher Attitudes; Educational Practices; Alternative Assessment; Feedback (Response); Progress Monitoring; Student Participation; Questionnaires; Online Surveys; Comparative Analysis; College Faculty; Student Evaluation; Measurement Objectives; Outcome Measures; Statistical Analysis; Spain + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Bildungspraxis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Fragebogen; Fakultät; Schulnote; Studentische Bewertung; Statistische Analyse; Spanien
Abstract	Many studies have explored alternative assessment practices that focus on students and their learning. In this paper, we present a survey study that analyses lecturers' perceptions of their assessment practices. Special attention is paid to assessment tasks developed to monitor student learning and those designed to promote active student participation in the assessment process. Lecturers' perceptions of the importance, perceived competence and implementation of such assessment tasks are considered throughout the paper. Responses showed that lecturers assigned importance to the monitoring of student learning and felt reasonably capable of implementing assessment tasks for that purpose. Much less importance was placed on student participation in such assessments; lecturers perceived their abilities to implement assessment tasks to promote student participation to be poor and they rarely used such tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01