International perspectives on assessment practice in Higher Education
DOI:
https://doi.org/10.7203/relieve.21.1.6403Keywords:
Educación Superior, evaluación, evaluación entre iguales, autoevaluación, evaluación para el aprendizaje
Abstract
University assessment varies significantly across nations, with diverse expectations about standards and levels, what comprises good assessment practice and the actual purposes of assessment, as well as the specialist terminology in use and which practices are considered acceptable. The range of methods and approaches in use is similarly highly variable, together with expectations on how feedback is to be given and used. Assessment systems are managed in different ways globally and there is no common accord on what comprises good academic conduct. The article proposes that both academics and students can benefit from induction and training on assessment, and argues for continuing dialogue on how to enhance assessment, so it is truly integrated within the learning process.
Author Biography
Sally Brown, Leeds Metropolitan University
References
Adams, M. & Brown, S. (2006). Towards inclusive higher education: supporting disabled students, London: Routledge
Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-19.
Beetham, H. (2010). Active learning in Technology-Rich Contexts. In Beetham, H. and Sharpe, R., Rethinking Pedagogy for a Digital age: designing for 21st Century learning, Abingdon: Routledge.
Boud, D. & Associates (2010). Assessment 2020: seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council.
Boud, D. (1995). Enhancing learning through self-assessment. Abingdon: Routledge.
Brown, S. (2014). Learning, teaching and assessment in higher education: global perspectives, London: Palgrave-MacMillan.
Brown, S. & Race, P. (2012). Using effective assessment to promote learning, in Hunt, L and Chalmers, D. University Teaching in Focus: a learning-centred approach, Victoria, Australia, Acer Press, and Abingdon: Routledge.
Brown, S. & Knight, P. (1994). Assessing Learners in Higher Education, London: Kogan Page.
Carroll, J. (2002). A handbook for deterring plagiarism in higher education, Oxford: Oxford Centre for Staff and Learning Development.
Carroll, J. & Ryan, J. (2005). Teaching International students: improving learning for all, Abingdon: Routledge SEDA series.
Chalmers, D. & Fuller, R. (2012). Teaching for learning at university. Routledge. DevalSimWeb Project http://devalsimweb.eu
Flint, N. R. & Johnson, B. (2011). Towards fairer university assessment: addressing the concerns of students, Abingdon: Routledge.
Gibbs, G. (2010). Using assessment to support student learning Leeds: Leeds Met Press.
Grace, S. & Gravestock, P. (2009). Inclusion and Diversity: meeting the needs of all students. Key guides for effective teaching in Higher Education, Abingdon: Routledge.
HEA (2012). A Marked Improvement: transforming assessment in higher education. York: Higher Education Academy. Retrieved from http://www.heacademy.ac.uk/assets/documents/assessment/A_Marked_Improvement.pdf
Ibarra Sáiz, M.S. & Rodríguez Gómez, G. (2014). Modalidades participativas de evaluación: Un análisis de la percepción del profesorado y de los estudiantes universitarios. Revista de Investigación Educativa, 32(2), 339-361. DOI: 10.6018/rie.32.2.172941
Keeling, R. (2006). The Bologna Process and the Lisbon Research Agenda: the European Commission's expanding role in higher education discourse. European Journal of Education, 41(2), 203-223. http://dx.doi.org/10.1111/j.1465-3435.2006.00256.x
López Pastor, V. (2009). La evaluación formativa y compartida en docencia universitaria: Propuestas, técnicas, instrumentos y experiencias. Madrid: Narcea.
Marsden, R. (2014). Guardian Review section 22 March, p 49.
O'Neil, G., Huntley-Moore, S & Race, P. (2007). Case studies of good practice in assessment of student learning in higher education. Dublin: All Ireland Society for Higher Education Price, M., Rust, C., O'Donovan, B. & Handley, K. (2012) Assessment Literacy. Oxford: the Oxford Centre for Staff and Learning Development.
QAA (2013). UK Quality Code for Higher Education: Part B: Assuring and enhancing academic quality. accessed at www.qaa.ac.uk (accessed June 2014)
Race, P. (2014). Making Learning Happen (3rd edition), London: Sage.
Rodríguez Gómez, G. & Ibarra Sáiz, M.S. (Eds.) (2011). e-Evaluación orientada al e-Aprendizaje estratégico en Educación Superior. Madrid: Narcea.
Ryan, J. (2000). A guide to teaching international students. Oxford, Oxford Centre for Staff and Learning Development Rodríguez Gómez, G. & Ibarra Sáiz, M.S. (2012). Reflexiones en torno a la competencia evaluadora del profesorado en la Educación Superior. REDU- Revista de Docencia Universitaria. 10 (2), pp. 149-161.
Quesada-Serra, V, Rodríguez-Gómez, G & Ibarra-Sáiz, M.S (2014). What are we missing? Spanish lecturers' perceptions of their assessment practices. Innovations in Education and Teaching International, 1-12. http://dx.doi.org/10.1080/14703297.2014.930353
Sadler D R (2010a). Assessment in Higher Education. In: Penelope Peterson, Eva Baker, Barry McGaw, (Editors), International Encyclopedia of Education. volume 3, pp. 249-255. Oxford: Elsevier, p.254 http://dx.doi.org/10.1016/B978-0-08-044894-7.00336-5
Sadler, D. R. (2010b). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535-550 http://dx.doi.org/10.1080/02602930903541015
Sambell, K. (2013). Engaging Students Through Assessment, In Dunne, E. And Owen, D (eds) The Student Engagement Handbook: Practice in Higher Education, Bingley, UK: Emerald.
Sambell, K., McDowell, L. & Brown, S. (1997). "But is it fair?": An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation 23.4 349-371. http://dx.doi.org/10.1016/S0191-491X(97)86215-3
Sambell, K., McDowell, L. & Montgomery, C. (2012). Assessment for Learning in Higher Education Abingdon, Routledge
Whalley, B. (2013). Teaching with assessment, feedback and feed-forward using 'preflights' to assist student learning. In T. Bilham, For the love of learning: innovations from outstanding university teachers'. Basingstoke: Palgrave Macmillan.
Downloads
Published
Issue
Section
License
The authors grant non-exclusive rights of exploitation of works published to RELIEVE and consent to be distributed under the Creative Commons Attribution-Noncommercial Use 4.0 International License (CC-BY-NC 4.0), which allows third parties to use the published material whenever the authorship of the work and the source of publication is mentioned, and it is used for non-commercial purposes.
The authors can reach other additional and independent contractual agreements, for the non-exclusive distribution of the version of the work published in this journal (for example, by including it in an institutional repository or publishing it in a book), as long as it is clearly stated that the Original source of publication is this magazine.
Authors are encouraged to disseminate their work after it has been published, through the internet (for example, in institutional archives online or on its website) which can generate interesting exchanges and increase work appointments.
The fact of sending your paper to RELIEVE implies that you accept these conditions.
Language
Information