Assessing heterogeneous student bodies using a methodology that encourages the acquisition of skills valued by employers
Bibliographic Data
| ID | 19379792 |
|---|---|
| Authors | Alicia Perdigones (0000-0001-8006-6437, Universidad Politécnica de Madrid), José Luís Garcia (0000-0002-9387-9047, Universidad Politécnica de Madrid), J L Garcı́a (0000-0003-1447-3178, Universidad Politécnica de Madrid), Vanesa Valiño (Universidad Politécnica de Madrid), Cecilia Raposo (Universidad Politécnica de Madrid) |
| Year | 2009 |
| Volume | 34 |
| Issue | 4 |
| Pages | 389-400 |
| Publication date | 2009-08-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602930802071056 |
| OpenAlex | W2011141325 |
| Language | EN |
| Citations received | 2 |
| References cited | 28 |
This work compares the results of three assessment systems used in two Spanish universities (the Universidad Politecnica de Madrid and the Universidad Catolica de Avila): the traditional system based on final examinations, continuous assessment with periodic tests and a proposed system (specially designed for heterogeneous student bodies) orientated towards motivating students. This third system involved dividing the syllabus into two different parts: a common core assessed by multiple choice tests, and a specialisation assessed by a literature review, the writing of an article and an oral presentation. The latter skills are highly valued by employers. The proposed system led to a greater pass rate than that achieved by students taking similar courses assessed by the more conventional systems. In addition, the results show that involving students in the assessment process increases their participation in their studies and generates a feeling of satisfaction and justice
Higher education · Mathematics education · Pedagogy · Political science · Higher Education Learning Practices · Higher Education Teaching and Evaluation · Psychology · Student Assessment and Feedback
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| Citations per year | 0.18 |
|---|---|
| Citation span | 2015 - 2018 (4) |
| Highly cited | No |