How does assessment drive learning? A focus on students’ development of evaluative judgement

Fischer, Juan; Bearman, Margaret; Boud, David; Tai, Joanna

doi:10.1080/02602938.2023.2206986

Cited by 9 publications

(3 citation statements)

References 31 publications

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“…Resultados que se sustentan en la perspectiva teórica de Terán (2020) y Perero y Marcillo (2020) quienes afirman que las prácticas evaluativas se enfocan como medidas dentro de un proyecto educativo constructivista, de modo que permiten potenciar el rendimiento académico del estudiante en su proceso formativo. Por tal razón se conceptualiza a la evaluación como un papel de desempeño en el aprendizaje del alumno sobre el proceso de enseñanza aprendizaje en el sistema universitario (Fischer et al, 2023;Ibarra-Sáinz et al, 2023).…”

Section: Discussionunclassified

Evaluative practice and its impact on teaching performance of the faculty of engineering of a public university of Peru 2023

Paredes Quiroz,

Yache Cuenca,

Bejarano Luján

2024

Alpha Centauri

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The general objective of the research was to determine to what extent evaluative practice affects teaching performance in the Faculty of Engineering at a public university in Peru 2023. The type of research was basic, quantitative approach, non-experimental causal correlational design of transectional cut; the sample consisted of 50 teachers of the Faculty of Engineering of a Public University; two questionnaires were used, valid and reliable to expert judgment, to process the results the statistical program SPSS V26 was used. Among the results it was found that for 58.0% (29 teachers) the evaluative practices were at a good level; and for 64.0% (32 teachers) the teaching performance reached a high level. It was concluded that evaluative practices significantly influenced 73.2% of teacher performance; due to the Nagelkerke value of 0.732 and a regression significance of less than 1% (p < 0.01). It is the teacher's job to develop good evaluative practices that allow him/her to have a high level of teaching performance, reflected in the skills, knowledge and behaviours that students acquire.

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Section: Discussionunclassified

Evaluative practice and its impact on teaching performance of the faculty of engineering of a public university of Peru 2023

Paredes Quiroz,

Yache Cuenca,

Bejarano Luján

2024

Alpha Centauri

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“…The use of self-assessment is becoming more popular in promoting student learning and development [3,26,27]. Through self-evaluation against established criteria, students can become more self-directed learners, develop critical thinking skills, and reflect on their learning [8].…”

Section: Discussionmentioning

confidence: 99%

“…Self-assessment can be a motivating factor for students, as it allows them to see their own progress and feel a sense of accomplishment [3]. When students are actively involved in their own learning, they are more likely to feel a sense of ownership and responsibility for their learning process and academic success [5,27]. Self-assessment can lead to increased self-confidence and self-efficacy.…”

Section: Increased Motivation and Ownership Of Learningmentioning

confidence: 99%

Engaging Students Through Self-Assessment in Practical Classes

Milian

2023

Educational Alternatives

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The project focus was on the implementation of self-assessment in undergraduate chemistry labs to improve student comprehension of practical laboratory skills. During 2 nd year undergraduate practical organic lab sessions, students were asked to engage in critical self-assessment and reflection of their practical activities. Currently, assessment of practical laboratory skills does not always align with the quality of a student's practical work. Self-assessment can aid in promoting student confidence and engagement by allowing them to evaluate their own practical skills. The project investigated the level of student comprehension of practical laboratory skills through the use of self-assessment, focusing on evaluating practical skills rather than experimental outcomes. The study also explored the impact of gender and socioeconomic indicators on student self-assessment. A sample of 123 students was involved in the study.

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‘Let's work together to pass medical school’: a qualitative study of medical student attitudes to teamwork, competition and collaboration

Watson,

Millin,

et al. 2024

FEBS Open Bio

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Teamwork is vital to all types of work, and graduates of higher education programmes must be prepared to contribute to a wide variety of professional teams. This is especially true in healthcare, where graduates will work in multidisciplinary teams (MDTs) under considerable pressure. This study is a follow‐up to a previous study, where we described how competition between students is a barrier to constructive teamwork. Since then, we have made considerable enhancements to our transferable skills curriculum, moved away from norm referencing, and there have been national changes to the way that graduate Foundation training places are allocated. Here we present findings from a qualitative study of students from all six stages of our medical degree programme (5 years plus predegree foundation year). We explored whether there had been changes in how students perceived the importance of teamwork, their own teamwork development and how they collaborated with their peers. Following analysis of in‐depth, semi‐structured interviews, five themes emerged: (a) competition between students; (b) importance of teamwork; (c) what makes effective teamwork; (d) preparing for work in MDTs; and (e) recommendations for teamwork education. Competition between students was perceived as both positive and negative, but there has been a shift since our last study towards collaboration, with students now more willing to help each other succeed. Students also show more insight into their teamwork development, and were able to discuss what aspects of the programme, and higher education more broadly, were most valuable in helping them develop.

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How does assessment drive learning? A focus on students’ development of evaluative judgement

Cited by 9 publications

References 31 publications

Evaluative practice and its impact on teaching performance of the faculty of engineering of a public university of Peru 2023

Evaluative practice and its impact on teaching performance of the faculty of engineering of a public university of Peru 2023

Engaging Students Through Self-Assessment in Practical Classes

‘Let's work together to pass medical school’: a qualitative study of medical student attitudes to teamwork, competition and collaboration

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