Evaluación formativa usando exámenes no presenciales

Los exámenes tradicionales están orientados a la evaluación sumativa, no a la formativa, y provocan un aprendizaje superficial, más que un aprendizaje profundo. Su objetivo es evaluar, no facilitar el aprendizaje. Los estudiantes perciben que su futuro a corto plazo depende de su nota en un examen, por lo que orientan su estudio a aprobar dicho examen. En este artículo se exponen las ventajas e inconvenientes de realizar un examen no presencial, con evaluación sumativa y formativa, que los estudiantes realizan fuera de clase a lo largo de un periodo de tiempo mucho más largo que el de un examen tradicional, lo que les ayuda a conseguir un aprendizaje profundo.SUMMARY -- Traditional exams are focused on the summative assessment, not on the formative one. Its aim is to evaluate, not to facilitate learning, so it results in superficial learning rather than deep learning. Thus, students perceive that their short-term future depends on their note in the exam, so their study is guided to pass the examination. In this paper we propose a take-home exam in which students have more time to solve the questions and are not restricted by the sources they can consult, thereby providing a highly educational task in which students experience a deep learning process.Peer Reviewe

MANAGEMENT STUDENTS’ ATTITUDE TOWARDS DIFFERENT KINDS OF EXAM FORMAT: A CASE FROM A UNIVERSITY IN NORWAY

The exam is an important tool for learning and measuring students’ knowledge and competence. However, there are no standard answers as to how exams are best suited to ensure this. There is considerable variation in students’ preferences for different exam types. In this study, the focus is on students’ attitudes towards the choice of exam type. This survey features management students from Norway, who study for a master's degree in order to pursue a career in the public sector. The results show that students are well motivated to learn, but they are sensitive to the choice of exam type. This affects effort, motivation, and expected success. There are different views on the types of exams that are perceived to be fair. The oral exam stands out in particular, as female students have great anxiety in relation to this form of exam.  Article visualizations

An innovative approach to assessing professional skills learning outcomes: a UAE pilot study

This paper describes a pilot project in a computing college at a UAE university that was conducted to determine the feasibility of adapting a US-developed innovative approach to program level assessment of generic skills, 21st century, or general education learning outcomes. These learning outcomes are thought to comprise critical thinking, problem solving, global perspective, teamwork, and communication- ones that cross all disciplinary boundaries. The method of assessment utilized was an online discussion forum built around an open-ended computing scenario. Results indicated that this approach proved to be a success and demonstrated very clearly where the students\u27 strengths and weaknesses resided. Suggestions for further enhancements and implementations are provided

Critical Perspectives on the Scholarship of Assessment and Learning in Law: Volume 1: England

It is a well-accepted practice in higher education that the knowledge of law is assessed by written exams and coursework. But do these types of assessment are most suitable to develop professional skills, such as the ability to communicate effectively or the ability to gather and integrate information from various legal sources? An argument can be made that “the traditional exam is not the best way of assessing these skills because it is limited both by time and by the resources students are able to consult [and] ... in a traditional exam it is difficult to assess if professional skills have been acquired in depth” (López et al, 2011). The universities in Australia, Canada, Sweden and the US set take-home exams to assess the knowledge of law on a regular basis. However, this type of assessment in the UK universities is not that common. This chapter argues in favour of take-home exam for assessing law students, in order to develop the skills that fall under what can be defined as ‘professionalism’. These skills include personal and professional integrity and ethics, time management, work/life balance, research, the ability to express the ideas in a logical manner and to find solutions to problems, and the ability to predict and to deal with IT and technological challenges. The chapter draws on the limited academic literature on the topic and the related topics, the discussions in blogosphere, as well as the authors' own experience of take-home exams. The results of preliminary literature searches reveal lack of discussion of the advantages and the disadvantages of take-home exams to assess legal knowledge, especially bearing in mind the task of educating the future generations of professionals, who may choose legal or non-legal career paths

Effective Evaluation of the Non-Technical Skills in the Computing Discipline

© 2019, Journal of Information Technology Eucation Research. Aim/Purpose Assessing non-technical skills is very difficult and current approaches typically assess the skills separately. There is a need for better quality assessment of these skills at undergraduate and postgraduate levels. Background A method has been developed for the computing discipline that assesses all six non-technical skills prescribed by ABET (Accreditation Board for Engineering and Technology), the accreditation board for engineering and technology. It has been shown to be a valid and reliable method for undergraduate students Methodology The method is based upon performance-based assessment where a team of students discuss and analyze an ill-defined authentic issue over a 12-day period on a discussion board Contribution This is the first published method to assess all six skills simultaneously in com-puting and here it has been trialed with postgraduate students. Findings The results show that the method, though originally designed for undergradu-ates, can successfully be used with postgraduate students. Additionally, the post-graduate students found it to be very beneficial to their learning. Recommendations for Practitioners This method can successfully assess non-technical skills at tertiary level in the computing discipline and it can be adapted to other disciplines. Though de-signed for assessment it has been found to be an ideal method for teaching the skills at both undergraduate and post graduate levels. Recommendations for Researchers Compared with other assessment approaches this method has many advantages: it is a direct method of measurement, it is a rigorous method and it assesses all skills simultaneously Impact on Society Proficiency in non-technical skills is critical for development of knowledge-based economies. This method is a tool to assist in developing these skills. Future Research Researchers can examine how the method benefits students in their context and examine if there are differences between their context and the UAE context presented here. Researchers can work on developing a rubric solely for post-graduate use i.e., to capture the range of levels among postgraduates

Multimodal take-home exams in online teaching and beyond: constructive and professional alignment in teacher education

The authors propose an alternative to in-class exams (ICEs) based on the higher-order levels of Bloom’s taxonomy as well as both constructive and professional alignment. In light of the COVID-19 pandemic, instructors were faced with restructuring both their teaching and assessment. The paper argues that take-home exams (THEs) tailored to the necessities of individual courses are advantageous to an online learning environment in comparison to an ICE and the pitfalls that accompany it, such as online proctoring, lower-level assessment, and the relative lack of constructive/professional alignment. In addition, THEs provide instructors with the possibility to utilize a variety of multimodal material that authentically reflect learner-centered assessment. The authors will continue to implement THEs post-pandemically as they allow for incorporating activities and strategies that are useful to students in their teaching careers

Evaluación formativa usando exámenes no presenciales

Los exámenes tradicionales están orientados a la evaluación sumativa, no a la formativa, y provocan un aprendizaje superficial, más que un aprendizaje profundo. Su objetivo es evaluar, no facilitar el aprendizaje. Los estudiantes perciben que su futuro a corto plazo depende de su nota en un examen, por lo que orientan su estudio a aprobar dicho examen. En este artículo se exponen las ventajas e inconvenientes de realizar un examen no presencial, con evaluación sumativa y formativa, que los estudiantes realizan fuera de clase a lo largo de un periodo de tiempo mucho más largo que el de un examen tradicional, lo que les ayuda a conseguir un aprendizaje profundo.Traditional exams are focused on the summative assessment, not on the formative one. Its aim is to evaluate, not to facilitate learning, so it results in superficial learning rather than deep learning. Thus, students perceive that their short-term future depends on their note in the exam, so their study is guided to pass the examination. In this paper we propose a take-home exam in which students have more time to solve the questions and are not restricted by the sources they can consult, thereby providing a highly educational task in which students experience a deep learning process

A mixed methods investigation of students’ attitudes towards statistics and quantitative research methods: a focus on postgraduate psychology students at a South African university

Many University programs offer a course in either basic or intermediate statistics as part of the degree requirements prior to graduation (McGrath, Ferns, Greiner, Wanamaker and Brown, 2015). These statistics or quantitative research methods courses are integral in helping students gain vital skills in analysing quantitative data. Research (Schau, Stevens, Dauphinee, and Del Vecchio, 1995) does however indicate that most students have a perfunctory disposition towards these courses. My study sought to particularly investigate attitudes towards statistics and quantitative research methods amongst a sample of 61 postgraduate Psychology students at Rhodes University undertaking a ‘Quantitative Research Methods’ course as part of their degree offering. A mixed methods approach was used to investigate students’ attitudes towards statistics and quantitative research methods. The Survey of Attitudes Toward Statistics (SATS-36) (Schau, 2003) captured student’s attitudes towards statistics using a Likert Scale instrument; whereas detailed qualitative interviews accentuated findings from the SATS-36. Key quantitative findings from the SATS-36 including students’ perceptions of statistics being a difficult course as well as students having a low affect towards statistics are detailed. Key qualitative findings related to why students experience statistics anxiety such as students’ (1) fear of failing statistics, (2) The late introduction of statistics in the Psychology curriculum, and (3) The role of educator/s in alleviating or promoting feelings of statistics anxiety are noted. The significance of these findings as well as the contributions of the study to the teaching and learning of statistics and quantitative research methods courses at Rhodes University are explored, in light of other studies on the topic of statistics anxiety and attitudes towards statistics/ quantitative research methods

Critical Perspectives on the Scholarship of Assessment and Learning in Law

"The Assessment in Legal Education book series offers perspectives on assessment in legal education across a range of Common Law jurisdictions. Each volume in the series provides: Information on assessment practices and cultures within a jurisdiction. A sample of innovative assessment practices and designs in a jurisdiction. Insights into how assessment can be used effectively across different areas of law, different stages of legal education and the implications for regulation of legal education assessment. Appreciation of the multidisciplinary and interdisciplinary research bases that are emerging in the field of legal education assessment generally. Analyses and suggestions of how assessment innovations may be transferred from one jurisdiction to another. The series will be useful for those seeking a summary of the assessment issues facing academics, students, regulators, lawyers and others in the jurisdictions under analysis. The exemplars of assessment contained in each volume may also be valuable in assisting cross-jurisdictional fertilisation of ideas and practices. This first volume focuses on assessment in law schools in England. It begins with an introduction to some recent trends in the culture and practice of legal education assessment. The first chapter focuses on the general regulatory context of assessment and learning in that jurisdiction, while the remainder of the book offers useful exemplars and expert critical discussion of assessment theories and practices. The series is based in the PEARL Centre (Profession, Education and Regulation in Law), in The Australian National University’s College of Law.