Assessment from a disciplinary approach: design and implementation in three undergraduate programmes

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2021-11-02 DOI:10.1080/0969594X.2021.1999210

J. Fernández-Ruiz, E. Panadero, Daniel García-Pérez

引用次数: 3

Abstract

ABSTRACT The role of the academic discipline is a major factor in the assessment design and implementation in higher education. Unfortunately, a clear understanding of how teachers from different disciplines approach assessment is still missing; this information can lead to teacher training programmes that are better designed and more focussed. The present study compared assessment design and implementation in three programmes (sport science, mathematics, and medicine) each representing a discipline from 4 Spanish universities. Using a mixed-methods approach, data from syllabi (N = 385) and semi-structured interviews with teachers (N = 19) were analysed. The results showed different approaches to assessment design and implementation in each programme in two main axes: summative or formative purposes of assessment, and content-based or authentic assessment. Implications for further research are discussed.

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从学科方法评估:三个本科课程的设计和实施

学科的作用是影响高等教育评估设计与实施的重要因素。不幸的是，对于不同学科的教师如何进行评估，我们仍然缺乏清晰的认识;这些信息可以使教师培训方案设计得更好，重点更突出。本研究比较了三个项目(体育科学、数学和医学)的评估设计和实施，每个项目代表了来自4所西班牙大学的一个学科。采用混合方法，对来自教学大纲(N = 385)和教师半结构化访谈(N = 19)的数据进行分析。结果表明，在两个主要方面，每个方案的评估设计和执行方法不同:总结性或形成性评估目的，以及基于内容或真实的评估。讨论了进一步研究的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.