Best practices in academic assessment in higher education: a case in formative and shared assessment
Author(s)López Pastor, Víctor Manuel
Learning Oriented Assessment
workload for students and professors
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AbstractThe aim of this article is three-fold: (a) to present an example of best practices in formative assessment in university instruction, offering three different methods of learning and assessment to pass a subject; (b) to analyze differences in academic performance depending on method of learning and assessment chosen; (c) to consider professors´ and students´ evaluation of these assessment methods, as well as analyze the workload these methods suppose for both students and professors. The design is based on a single case study. The study analyzes the results obtained in a third- year course at the University of Valladolid (Spain) that participated in an ECTS pilot program. Data was collected during academic year 2009-10. Total number of registered students was 77. This paper describes the procedure to develop a formative assessment system and collect data, as well as the main techniques to obtain and analyze data. Findings indicate that there are important differences in student academic performance depending on the learning and assessment method employed in an academic course. Courses are using formative and on going assessment result in significantly higher student academic performance than courses using other learning and assessment methods. Lastly, empirical data suggest that the workload is in line with the ECTS European Credit Transfer System, and is no excessive for the professor. However, students´ subjective perception is that this method involves a heavier workload. These findings may be important, given the current process of convergence towards the new Degrees and ECTS credit system, and the need to adapt these degrees and credits to students� real workload.
(Revista) ISSN 2013-6374
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網路化檔案評量環境下教學者評、學生自評與同儕 互評之信效度比較 Comparisons of Reliability and Validity among Instructor Assessment, Student Self-Assessment and Peer-Assessment under Web-Based Portfolio Assessment EnvironmentChi-Cheng Chang; Ming-Fun Wu (Tamkang University Press, 2011-09-01)本研究比較網路化檔案評量環境下教學者評、學生自評與同儕互評的信效度。研究樣本為某高職二年級修習「計算機應用」課程的七十二位學生。學生使用網路化檔案評量系統進行檔案的製作、觀摩、自評與同儕互評，教師透過系統檢視學生的檔案並評量其學習表現。在三種評量結果之間差異上，教學者評、學生自評、同儕互評三種評量結果有顯著差異，其中教學者評量最為嚴格、其次為學生自評，同儕互評最為寬鬆。在三種評量結果之間一致性上，僅自評與教師評之間具一致性。自評與同儕互評之間、同儕互評與教學者評之間，都不具一致性。在三種評量結果與測驗成績一致性上，教學者評分結果與測驗成績具高度一致性，學生自評與測驗成績亦具高度一致性；而同儕互評結果與測驗成績一致性低。<br>This study compares the reliable and validity among instructor assessment, student self-assessment and peer-assessment under the Web-based portfolio assessment environment. The research samples consist of 72 students who take “Computer Application” course of the second grade in some vocational high school. The students use the Web-based portfolio assessment system for creating their portfolio, emulating peers’ portfolio, and performing self-assessment and peer-assessment. The teacher uses the system for reviewing and assessing students’ learning performances. In regard to the difference among the three assessment approaches, there exists a significant difference among the three approaches. Instructor assessment is most rigorous, while peer-assessment is most slack. In regard to the correlation among the three assessment approaches, there exists a significant consistency between self-assessment and instructor assessment. There exist inconsistencies between self-assessment and peer-assessment as well as peer-assessment and instructor assessment. In regard to the correlation among the three assessment results and test score, there exist a high consistency between instructor assessment and test score. As well, there exist a high consistency between self-assessment and test score. However, the consistency between peer-assessment and test score is inadequate.
Republic of Korea Financial Sector Assessment Program : Detailed Assessment of Observance - Assessment of Observance of CPSS-IOSCO Principles for Financial Market Infrastructures--BOK-WIRE+ and KRX CCPInternational Monetary Fund; World Bank (World Bank, Washington, DC, 2014-11-19)This report contains the assessments of
the Bank of Korea (BOK)-wire+ and Korea exchange (KRX)
central counterparty (CCP) based on the committee on payment
and settlement systems (CPSS) - International Organization
of Securities Commissions (IOSCO) principles for financial
market infrastructures (PFMI). The assessment was undertaken
in the context of the international monetary fund's
(IMF's) financial sector assessment program (FSAP) to
the Republic of Korea in April and July 2013. The objective
of the assessment has been to identify potential risks
related to the FMIs that may affect financial stability. The
scope of the assessment includes two main FMIs as well as
the authorities in Korea responsible for regulation,
supervision, and oversight of FMIs. The BOK-wire+ and the
KRX CCP are assessed against all relevant principles of the
PFMI. The authorities, being the BOK, the financial services
committee (FSC), and the financial supervisory service
(FSS), are assessed using the responsibilities for
authorities of FMIs. This report provides introduction;
methodology and information used for the assessment;
overview of the payment, clearing, and settlement landscape;
and key findings follow up for the BOK-wire+; key findings
and follow-up for the KRX-CCP; key findings and follow up
for authorities; recommendations for the BOK-wire+;
recommendations for the KRX-CCP; and recommendations for authorities.
Using online assessment to replace invigilated assessment in times of a natural disaster: Are some online assessment conditions better than others?University of Canterbury; Agnew, Stephen Robert; Hickson, Stephen (Public Knowledge Project, 2012-04-06)As a result of the Canterbury earthquake on 4 September 2010, and associated aftershocks on 22 February 2011 and 13 June 2011, final examinations in the two first-year Economics papers at Canterbury University were cancelled at short notice in Semester 1, 2011. The final examination weightings were spread over the remaining assessments to obtain a final grade for students. This paper attempts to establish how different online assessment conditions affected final grade distributions when online assessments were substituted for an invigilated final examination. Pearson correlation coefficients and Spearman rank-order correlation coefficients were used to show that there was a greater correlation between online quizzes and invigilated assessments when those quizzes were only available for a restricted period of time compared with the whole semester. We found that online quizzes were more closely correlated with invigilated assessments when the first attempt at a quiz was recorded, as opposed to the higher of two attempts. We also found that using the first attempt leads to less grade disruption when compared with a ‘normal’ semester that includes a final examination. Finally, the actual effect on student grades when online quizzes are substituted for a final examination is discussed.