Methods and instruments to assess learning outcomes in master's degrees. Analysis of teachers’ perception of their evaluative practice
DOI:
https://doi.org/10.5944/educxx1.33443Keywords:
higher education, assessment, student assessment, performance assessment, summative assessmentAgencies:
Spanish Ministry of Science, Innovation and Universities, UNESCO Chair on Evaluation and Assessment, Innovation and Excellence in EducationAbstract
Previous studies on the assessment methods and instruments used in higher education have revealed that the final exam has been widely used as the main source of assessment. Advances in knowledge of assessment processes have shown the need to have a greater breadth and diversity of methods and instruments that allow the collection of thorough and valid information on which to base judgments about the level of learning in students. Within the framework of the FLOASS Project, this study has been carried out in order to explore the perception that teachers have of their assessment practice. A mixed methodology has been used, through an exploratory sequential design, which has allowed to gather the perception of 416 professors from six universities belonging to different autonomous communities, who completed the RAPEVA questionnaire – Self-report of the teaching staff on their practice in the learning outcomes assessment. Among the most widely used methods, participation, problem solving tests, performance tests, digital objects or multimedia presentations and projects and rubrics or evaluative arguments are highlighted among the assessment instruments. The greatest differences were found depending on the university, the field of knowledge or the degree of security and satisfaction with the assessment system. In the case of gender or experience, differences are small or non-existent. Future lines of research that enable a better understanding of assessment practice in higher education are provided.
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