E-Assessment within the Bologna Paradigm: Evidence from Portugal

Autor/in	Ferrao, Maria
Titel	E-Assessment within the Bologna Paradigm: Evidence from Portugal
Quelle	In: Assessment & Evaluation in Higher Education, 35 (2010) 7, S.819-830 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Foreign Countries; Computer Assisted Testing; Educational Technology; Educational Assessment; Alternative Assessment; Student Evaluation; Student Surveys; Student Attitudes; College Instruction; College Students; Correlation; Comparative Analysis; Evaluation Methods; Measurement; Error of Measurement; Measurement Techniques; Test Construction; Test Items; Scores; Program Descriptions; Program Effectiveness; Educational Policy; Guidelines; International Organizations; Evidence; Reliability; Mathematics Instruction; Statistics; College Mathematics; Mathematics Achievement; Mathematics Tests; Pilot Projects; Portugal + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Schülerbefragung; Schülerverhalten; Hochschullehre; Collegestudent; Korrelation; Messverfahren; Messfehler; Messtechnik; Testaufbau; Test content; Testaufgabe; Politics of education; Bildungspolitik; Richtlinien; International organisation; International organisations; International organization; Internationale Organisation; Evidenz; Reliabilität; Mathematics lessons; Mathematikunterricht; Statistik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pilot project; Modellversuch; Pilotprojekt
Abstract	The Bologna Declaration brought reforms into higher education that imply changes in teaching methods, didactic materials and textbooks, infrastructures and laboratories, etc. Statistics and mathematics are disciplines that traditionally have the worst success rates, particularly in non-mathematics core curricula courses. This research project, "Mathematics and Statistics for the Development of Professional Skills," which is in progress at the University of Beira Interior in Portugal, has as one of its main objectives the development of the e-assessment system as a resource for learning assessment and student self-regulation. Based on the results of the above-mentioned project, this paper will give evidence of how to improve the reliability of an e-assessment system, show that e-assessment can be a good alternative to open-ended tests and that students tend to show a positive attitude towards its use. We show that this can be done by checking the internal consistency and measurement error of the e-assessment tests, the analysis of the association between student scores obtained by different methods of assessment and the analysis of data survey on student opinion about e-assessment methods. (Contains 2 notes, 3 tables, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10