Session Information
09 SES 01 B, Assessment in Higher Education (Part 1)
Paper Session
Contribution
We take as a starting point the need of adaptation to the fast-changing professional world and the Higher Education framework, based in competences. Which are understood as a latent attribute, knowledge, attitude, ability, skill and faculty to develop a position, job or academic action, carrying out correctly the professional or academic activities required (Ibarra and Rodríguez, 2010).
In this context, assessment must be coherent the learning objectives and practices when determining what is that students do and how (Boud, 2006). In the last decade the need to orient assessment to learning (Carless, 2003; Boud and Falchikov, 2006; Bloxham y Boyd, 2007; Rodríguez, Ibarra and Gómez, 2011) has been highlighted mainly through three requirements:
1. Students active involvement in their assessment through self-assessment, peer-assessment and/or co-assessment for the development of various competences (Prins et al., 2005).
2. Assessment tasks understood as learning tasks and integrated in the process (Wilson and Scalise, 2006). Assessment tasks must be authentic, which means, realistic tasks that enhance life-long learning and require creative responses (Barrotchi y Keshavaraz, 2002; Carless, Joughin and Liu, 2006).
3. Feedback and feedforward given should be adequate. Feedback fosters learning and self-regulation (Nicol and MacFarlane-Dick, 2006). Through feedforward useful information is given for its generalization to future academic and professional tasks (Bloxham and Boyd, 2007).
Complementarily, the use of ICT has spread to all professional fields. We are witnesses of a changing era due to the digital influence and the incorporation of technologies at the university, creating new contexts, more flexible and personalized.
The starting point of e-Learning Oriented e-Assessment (e-LOA) is the study of university assessment in the new digital context in a changing society that demands professionals with the ability to self-regulate their learning. More specifically, we define e-LOA as the learning process, technology-mediated, through which the development of useful competences for both current academic and professional-future of university students as strategic professionals is promoted and enhanced. (Gómez, Rodríguez and Ibarra, in press).
Focusing in the e-LOA and considering the improvement of assessment for the future (Boud and Associates, 2010), EvalFOR Research Group from the University of Cádiz leads Re-Evalúa Research Project (Re-engineering of e-assessment, technologies and competences’ development of university students and teachers) which is funded by the Consejería de Innovación, Ciencia y Empresa of the Junta de Andalucía (reference P08-SEJ-03502).
The main objective of Re-Evalúa project is to test empirically the results obtained with the incorporation of the e-LOA in the teaching and learning process in both students and teachers. In this paper a first approach to the results obtained regarding university students is presented.
Method
Expected Outcomes
References
Boud, D. (2006). Foreword. En C. Bryan y K. Clegg (eds.), Innovative Assessment in Higher Education (xvii-xix). London: Routledge Boud, B. and Associates (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council Carless, D. (2003). Learning-oriented assessment. Paper presented at the Evaluation and Assessment Conference, University of South Australia, Adelaide, 25 de noviembre de 2003 Boud, D. and Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413. Bloxham, S., and Boyd, P. (2007). Developing Effective Assessment in Higher Education. A Practical Guide. New York: Open University Press - MCGraw Hill Education Gómez, M.A., Rodríguez, G. and Ibarra, M.S. (En prensa).Caracterización de la e-Evaluación orientada al e-Aprendizaje. En Rodríguez, G. e Ibarra, M.S. (eds.), e-Evaluación orientada al e-Aprendizaje estratégico en la Universidad. Madrid: Narcea. Gómez, M.A. Rodríguez, G., Quesada, V. and Ibarra, M.S. (2010). COMPES: Development of an Instrument for Basic-Competencies Assessment of Students in Higher Education. European Conference on Educational Research. Helsinki: EERA. Ibarra, M.S. and Rodríguez, G. (2010). Los procedimientos de evaluación como elementos de desarrollo de la función orientadora en la universidad. Revista Española de Orientación y Psicopedagogía. 21 (2), 443-461. Nicol, D. and MacFarlane-Dick, D. (2006). Formative assesment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 198-218. Prins, F.J., Sluijsmans, M.A., Kirschner, P.A. and Strijbos, J-W. (2005). Formative peer assessment in a CSCL environment: a case study. Assessment & Evaluation in Higher Education, 30(4), 417-444. Rodríguez, G., Ibarra, M.S. and Gómez, M.A. (2011). e-Autoevaluación en la universidad. Un reto para profesores y estudiantes. Revista de Educación, 356 Wilson, M. and Scalise, K. (2006) Assessment to improve learning in higher education: the BEAR Assessment System. Higher Education, 52 (4), 635-663.
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