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https://hdl.handle.net/1822/30953
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Campo DC | Valor | Idioma |
---|---|---|
dc.contributor.author | Flores, Maria Assunção | por |
dc.contributor.author | Simão, Ana Margarida Veiga | por |
dc.contributor.author | Barros, A. | por |
dc.contributor.author | Pereira, D. | por |
dc.date.accessioned | 2014-11-18T11:03:24Z | - |
dc.date.available | 2014-11-18T11:03:24Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | Flores, M. A., Veiga Simao, A. M., Barros, A., & Pereira, D. (2015). Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education. Studies in Higher Education, 40(9), 1523-1534. | - |
dc.identifier.issn | 0307-5079 | - |
dc.identifier.uri | https://hdl.handle.net/1822/30953 | - |
dc.description | Published online: 08 Apr 2014 | por |
dc.description.abstract | This paper draws upon a broader piece of research aimed at investigating assessment in higher education. It focuses upon the perceptions of undergraduates about issues of effectiveness, fairness and feedback, particularly in regard to the so-called learner-centred methods. In total, 378 undergraduate students participated in the study at the University of Minho (254) and at the University of Lisbon (124). Data were collected through questionnaires. Findings suggest that the most recurring assessment methods are written tests, oral presentations in group and project work. Participants who are assessed by methods which require their active involvement view assessment as a fairer and more effective process than students who are assessed by more traditional methods such as examinations and written tests. However, conflict emerged as a key distinctive feature associated with learner-centred assessment methods such as project work and portfolios. Implications of the findings for developing learner-centred methods in higher education are discussed. | por |
dc.description.sponsorship | CIEC - Centro de Investigação em Estudos da Criança, UM (UI 317 da FCT) | por |
dc.language.iso | eng | por |
dc.publisher | Taylor and Francis | por |
dc.rights | restrictedAccess | por |
dc.subject | Avaliação | por |
dc.subject | Ensino superior | por |
dc.subject | Assessment | por |
dc.subject | Higher education | por |
dc.subject | Learner-centred methods | por |
dc.subject | Feedback | por |
dc.subject | Assessment methods | por |
dc.title | Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education | eng |
dc.type | article | por |
dc.peerreviewed | yes | por |
sdum.publicationstatus | in publication | por |
oaire.citationStartPage | 1 | por |
oaire.citationEndPage | 12 | por |
oaire.citationIssue | 9 | por |
oaire.citationTitle | Studies in Higher Education | por |
oaire.citationVolume | 40 | por |
dc.identifier.eissn | 1470-174X | - |
dc.identifier.doi | 10.1080/03075079.2014.881348 | por |
dc.subject.fos | Ciências Sociais::Ciências da Educação | por |
dc.subject.wos | Social Sciences | por |
sdum.journal | Studies in Higher Education | por |
Aparece nas coleções: | CIEC - Artigos (Papers) |
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manuscript - revised version 1.pdf Acesso restrito! | Documento principal | 365,32 kB | Adobe PDF | Ver/Abrir |