Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship

Abstract

This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers' role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a studentteacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students' beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers' role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.

Description of a quality improvement training programme for health professionals in the ministry of health and social services in Namibia

“…These techniques responded to the adult learning needs of the participants by making the learning activities more stimulating, as emphasised by the proponents of adult learning. Sally and Russell (2006) Thorpe, 2004) argue that learning has shifted away from routine practice to a reflective professional practice, which encourages a student-centered approach in active learning that requires a good learner-educator relationship (Bergström, 2010). …”

Activity Theory, Authentic Learning and Emerging Technologies

“…By liberating students from the necessity of being "right", they could explore their own understanding http://repository.uwc.ac.za/ without fear of being exposed and shamed. The changing power relationship and reduction of authority can play a role in changing students' beliefs about who controls their learning, with an open environment helping them take on that responsibility (Bergstrom, 2010). This movement of authority away from the facilitators led to the development of personal empowerment among the students, enabling them to direct their own learning.…”

Conducting Web-based Formative Assessment Reform for ODL Students: A Case Study

“…The subjects involved in the study are all the adult students registered the course of English II (1) at YNTVU of China during the 2011 spring semester.…”

“…This paper, based on the "web-based formative assessment for This is English 3", namely English II (1), a required course for the non-English majors following B. A. programmes of Radio and TV Universities (RTVUs), will mainly discuss whether it is feasible and effective to put the formative assessment online from the following three aspects: an analysis of 2011 spring semester testing results in the process and an analysis of College English Test (Level B) results; the advantages and disadvantages of web-based formative assessment compared with the paper-based formative assessment and finally the constraints on conducting web-based formative assessment system in the remote areas like Yunnan.…”

“…Therefore, this study aims to answer two questions: 1) Is it feasible to use web-based formative assessment for the course of English II (1) as a means of continuous assessment?…”