Methods of Teaching Centered on Learning and Formative Assessment in Higher Education

Bibliographic Data

ID12392685
AuthorsSusana De Sá (0000-0003-1339-5745, University of Minho, corresponding author), Susana Vaz Oliveira (Universidade do Minho), Maria Alves (0000-0002-0068-4137, University of Minho), María Palmira Alves (0000-0002-3108-744X, University of Minho), António Pedro Costa (0000-0002-4644-5879, University of Minho), António Costa (0000-0003-3316-5605, ISLA University and ULP University)
Year2016
Publication date2016-05-21
Open AccessYes
TypeARTICLE
VenueQualitative Report (JOURNAL)
Journal identifiersISSN: 1052-0147 • E-ISSN: 2160-3715
PublisherNova Southeastern University (PUBLISHER • US)
DOI10.46743/2160-3715/2016.2611
OpenAlexW2408385825
LanguageEN
Citations received1
References cited1

We analyse the importance of meaningful learning and the use of a formative assessment strategy, promoted by peer learning methods centred on the students, in a curricular unit (CU) pertaining to a degree in Exact Sciences, in a Higher Education Institution. Five students from the CU were questioned, through a focus group; the teacher was interviewed. Data of 12 hours of lessons was analysed and categorised using webQDA. We conclude that emphasising the students’ engagement in teaching, learning, and evaluation, has the power to drive the methodological teaching options to incline towards active methods that involve students in activities that foster meaningful learning. And the use of systematic formative assessments, integrated in the teaching-learning process, by using effective feedback, is most likely to make students and teachers responsible for an overall improvement in learning

Focus group · Formative assessment · Higher education · Institution · Mathematics education · Medical education · Pedagogy · Sociology · Teaching method · Innovative Teaching Methods · Medicine · Problem and Project Based Learning · Psychology · Student Assessment and Feedback

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