scholarly journals Accounting for structure and agency in ‘close-up’ research on teaching, learning and assessment in higher education

2008 ◽  
Vol 47 (3) ◽  
pp. 151-158 ◽  
Author(s):  
Paul Ashwin
Keyword(s):  
Higher Education ◽  
Structure And Agency ◽  
Research On Teaching ◽  
Assessment In Higher Education ◽  
Teaching Learning

scholarly journals University Teachers’ Perceptions about Assessment Practices: A Study in Five Portuguese Universities.

2017 ◽  
Author(s):  
Diana Pereira ◽  
Maria Assunção Flores
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Assessment Practices ◽  
Teachers Perceptions ◽  
Face To Face ◽  
University Teachers ◽  
Assessment In Higher Education ◽  
Teaching Learning ◽  
The Bologna Process

This paper looks at how Portuguese university teachers look at assessment in Higher Education. It focuses on their perspectives about assessment in higher education after the implementation of the Bologna Process, the connection between assessment, teaching and learning process and the selection of criteria and methods of assessment. Data were collected through face-to-face interviews and online open-ended questionnaires in five Portuguese Public Universities in different fields of knowledge. In total, 57 teachers participated in this study. Findings are presented according the categories emerging from the data. Issues of change in assessment practices, the connection between teaching, learning and assessment as well as difficulties to assessing students’ work are analysed. Implications of the findings are discussed.

scholarly journals Implications for academic integrity of using web 2.0 for teaching, learning and assessment in higher education

2010 ◽  
Vol 6 (2) ◽  
Author(s):  
Jenny Waycott ◽  
Kathleen Gray ◽  
Rosemary Clerehan ◽  
Margaret Hamilton ◽  
Joan Richardson ◽  
...  
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Academic Writing ◽  
Academic Integrity ◽  
Communication Styles ◽  
Education Student ◽  
Challenges And Opportunities ◽  
Assessment In Higher Education ◽  
Teaching Learning ◽  
The University

Student web 2.0 authoring in higher education involves a number of challenges and opportunities for assessment and academic integrity. In this article we describe an Australian project that is investigating how lecturers are using web 2.0 activities in university assessment tasks. In the first stage of the project we documented current web 2.0 assessment practices by conducting a survey and interviews with lecturers who teach in different discipline areas across Australia. Initial findings from this stage of the project are presented here, with a focus on using examples from the interviews to illustrate the opportunities and challenges that web 2.0 affordances introduce for learning, teaching, and assessment in higher education. Student authoring in web 2.0 environments can be quite different from traditional academic writing tasks. Using web 2.0 technologies, students can publish their work to an open audience, use different communication styles and texts, draw on their unique personal identity and experiences, co-create content with other students, and manage their content outside the confines of the university. Each of these affordances provides opportunities for enhancing students' learning in higher education, while simultaneously imposing new ways of thinking about scholarly writing and assessment that can be challenging for both students and staff.

scholarly journals RECURSOS PEDAGÓGICOS COMO APOIO DOCENTE: UM RELATO DE EXPERIÊNCIA NO CURSO DE ADMINISTRAÇÃO

Professare ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 25-29
Author(s):  
Jhony Pereira Moraes ◽  
Raquel Prá ◽  
Geneia Lucas dos Santos
Keyword(s):  
Higher Education ◽  
Graduate Program ◽  
Teaching Practice ◽  
Rio Grande ◽  
Experience Report ◽  
Teaching Methodologies ◽  
Research On Teaching ◽  
New Research ◽  
Teaching Learning ◽  
Incoming Students

A mudança no perfil dos estudantes ingressantes e dos egressos do ensino superior exige dos docentes a adoção de um novo perfil e a utilização de novas práticas. Com base neste contexto, este trabalho de caráter descritivo tem por objetivo fazer um relato de experiência sobre a prática docente, por meio da apresentação de quatro recursos pedagógicos utilizados na disciplina de Ensino-Aprendizagem em Administração, no Programa de Pós-graduação em Administração da Universidade Federal do Rio Grande Sul (UFRGS). São estas as ferramentas: Kahoot!, EAD Builder, Mindmeister e CANVA. Pretende-se por meio deste contribuir para novas pesquisas sobre metodologias de ensino e recursos pedagógicos. Palavras-chave: Recursos pedagógicos; Kahoot!; EAD Builder; Mindmeister; CANVA. ABSTRACT Changes in the profile of incoming students and higher education graduates requires that teachers adopt a new profile and use new practices. Based on this context, this descriptive work aims to make an experience report about the teaching practice, through the presentation of four pedagogical resources used in the discipline of Teaching-Learning in Administration, in the Graduate Program in Administration of Federal University of Rio Grande Sul (UFRGS). They are the tools: Kahoot!, EAD Builder, Mindmeister and CANVA. It intends to contribute to new research on teaching methodologies and pedagogical resources. Keywords: Pedagogical resources; Kahoot!; EAD Builder; Mindmeister;  CANVA.

scholarly journals Undergraduates’ Views of Assessment in Higher Education: A Study carried out in Portugal

2017 ◽  
Author(s):  
Patricia Santos ◽  
Diana Pereira ◽  
Diana Mesquita ◽  
Paulo Flores ◽  
Rui Pereira ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Public Universities ◽  
Self Regulation ◽  
Assessment Methods ◽  
Process Data ◽  
Assessment In Higher Education ◽  
Teaching Learning ◽  
The Impact

This paper looks at how undergraduates look at assessment in Higher Education. It focuses on their views about assessment practices in five Portuguese public universities. The main purpose is to look at the students’ perceptions of assessment in higher education taking into account the assessment methods used, the influence of assessment in their motivation to learn as well as self-regulation of the learning process. Data were collected through questionnaires in five Portuguese Public Universities in different fields of knowledge. An intervention project focused on Assessment for Learning (AfL), with students enrolled at an Engineering programme, in one public university in Portugal, in one course with student-centred methodologies and AfL practices was also carried out and evaluated. Findings are presented according the categories emerging from the data. Issues of assessment methods, the connection between teaching, learning and assessment as well as the impact of AfL environments on students’ perceptions are analysed. Implications of the findings for assessment, teaching and learning process are discussed.

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