In the context of a general renewal ofteaching and learning practices in higher education, specific attention is paid to formative assessment and to the exploration of alternative assessment techniques. This paperpresentsa studycarried out at the University of Florence involving around 200 first-year students in a course where suchassessment techniques were adopted.Theresultsshowed mixedevidence. Regarding peer-assessment validity, statistical analysis gave a fair level of accordance. As for students’perception,their concernsabout peer-and self-assessmentemerged, especially because they understand assessment as a summative and not asa formative practice. Implications are discussed, paving the way for possible future research.
Assessing is not a joke. Alternative assessment practices in higher education / Margherita Di Stasio; Maria Ranieri; Isabella Bruni. - In: FORM@RE. - ISSN 1825-7321. - ELETTRONICO. - 19:(2019), pp. 106-118. [10.13128/form-7488]
Assessing is not a joke. Alternative assessment practices in higher education
Margherita Di Stasio;Maria Ranieri;Isabella Bruni
2019
Abstract
In the context of a general renewal ofteaching and learning practices in higher education, specific attention is paid to formative assessment and to the exploration of alternative assessment techniques. This paperpresentsa studycarried out at the University of Florence involving around 200 first-year students in a course where suchassessment techniques were adopted.Theresultsshowed mixedevidence. Regarding peer-assessment validity, statistical analysis gave a fair level of accordance. As for students’perception,their concernsabout peer-and self-assessmentemerged, especially because they understand assessment as a summative and not asa formative practice. Implications are discussed, paving the way for possible future research.File | Dimensione | Formato | |
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