Conceptions and practices of assessment in Higher Education: a study of Portuguese university teachers

• Ribeiro Pereira, Diana ^[1] ; Flores, Maria Assunção
  1. [1] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
• Localización: Revista Iberoamericana de Evaluación Educativa, ISSN-e 1989-0397, Vol. 9, Nº. 1, 2016, págs. 9-29
• Idioma: inglés
• DOI: 10.15366/riee2016.9.1.001
• Títulos paralelos:
  • Concepciones y prácticas de evaluación en la educación superior: un estudio con profesores universitarios portugueses
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    Este artículo analiza cómo los profesores universitarios portugueses ven la evaluación en la Educación Superior. Se centra en sus concepciones y métodos de evaluación. Los datos fueron recolectados mediante entrevistas cara a cara y cuestionarios online de composición abierta en cinco Universidades Públicas Portuguesas en diferentes campos del conocimiento. En total, 57 profesores participaron en este estudio. Los resultados se presentan según las categorías emergentes que surgen del análisis de los datos: i) las concepciones de la evaluación de los profesores universitarios; ii) el papel de la evaluación; iii) los momentos clave en que se utiliza la evaluación; iv) los métodos de evaluación más usados. Se discuten las implicaciones de los datos.

  • English

    This paper looks at how Portuguese university teachers look at assessment in Higher Education. It focuses on their conceptions 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 to the emerging categories arising from the data analysis: i) university teachers’ conceptions of assessment; ii) most used assessment methods; iii) role of assessment; iv) key moments in which assessment is put into practice. Implications of the findings are discussed

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