An investigation of perceptions and assessment practices in Portuguese Higher Education
DOI:
https://doi.org/10.18222/eae.v26i63.3687Keywords:
Higher education, Assessment practices, Educational Evaluation, Pedagogical Assessment, PerceptionsAbstract
This paper was aimed at analyzing perceptions and assessment practices of teachers and students in four Portuguese universities. Perceptions were studied by means of a questionnaire that was administered to both teachers and students. Assessment practices were studied through class observations and interviews with both teachers and students. Results showed that, in general, perceptions and assessment practices were more consistent with a teacher-centered pedagogy, based on subject-matter exposure and assessment for grading, rather than with a pedagogy that puts students at the center of pedagogical dynamics, based on assessment for learning and on feedback distribution. Perceptions and practices encompassed in the latter perspective, though a minority, have shown that it is possible to move towards a more progressive and innovative pedagogy in higher education.
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