Best Practices in Academic Assessment in Higher Education: A Case in Formative and Shared Assessment

Autor/in	López Pastor, Víctor M.
Titel	Best Practices in Academic Assessment in Higher Education: A Case in Formative and Shared Assessment
Quelle	In: Journal of Technology and Science Education, 1 (2011) 2, S.25-39 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Best Practices; Higher Education; Formative Evaluation; Academic Achievement; Semi Structured Interviews; Questionnaires; Qualitative Research; Evaluation Methods; Performance Based Assessment; Teaching Load; Educational Environment; Test Construction; Data Collection; Data Analysis; Intermode Differences; Student Attitudes; Foreign Countries; Case Studies; College Students; Spain + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Fragebogen; Qualitative Forschung; Leistungsermittlung; Lehrdeputat; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Testaufbau; Data capture; Datensammlung; Auswertung; Schülerverhalten; Ausland; Case study; Fallstudie; Case Study; Collegestudent; Spanien
Abstract	The aim of this article is three-fold: (a) to present an example of best practices in formative assessment in university instruction, offering three different methods of learning and assessment to pass a subject; (b) to analyze differences in academic performance depending on method of learning and assessment chosen; (c) to consider professors' and students' evaluation of these assessment methods, as well as analyze the workload these methods suppose for both students and professors. The design is based on a single case study. The study analyzes the results obtained in a third-year course at the University of Valladolid (Spain) that participated in an ECTS pilot program. Data was collected during academic year 2009-10. Total number of registered students was 77. This paper describes the procedure to develop a formative assessment system and collect data, as well as the main techniques to obtain and analyze data. Findings indicate that there are important differences in student academic performance depending on the learning and assessment method employed in an academic course. Courses using formative and ongoing assessment result in significantly higher student academic performance than courses using other learning and assessment methods. Lastly, empirical data suggest that the workload is in line with the ECTS European Credit Transfer System, and is not excessive for the professor. However, students' subjective perception is that this method involves a heavier workload. These findings may be important, given the current process of convergence towards the new Degrees and ECTS credit system, and the need to adapt these degrees and credits to students' real workload. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01