Alexandra Barros

Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education

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 frequent 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, the idea of conflict in assessment 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.

Perceptions of Portuguese Undergraduate Students about Assessment: A Study in Five Public Universities.

Abstract This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed.

Auto-percepções, valores e saliência dos papéis em estudantes do ensino superior

The presented research tries to integrate concepts and techniques from Career Psychology and other fields of Psychology. Its theoretical frame is Super’s career development model (1990) and Susan Harter´s developmental perspective about the construction of the self (1999). The results were obtained in 683 college students from public higher education schools in Lisbon, with the Portuguese forms of the following assessment instruments: the 2nd edition of the WIS Values Scale, the WIS Salience Inventory and the Self-Perception Profile for College Students: SPPCS. The analysis of the interrelations of the different variables allows to examine how the level of perceived competence in some domains of self-concept is related to the way individuals commit and participate in the roles where they feel they are competent and also to the way they try to develop, realize and express themselves as individuals.