Student assessment in Higher Education:embargo or empowerment ?

PurposeThis study recruited students who struggled to meet institutional deadlines for summative assessments. Increasing the number of diverse and non-traditional students in higher education (HE) institutions presents challenges in learning and teaching in online, conventional and hybrid contexts, impacting on student academic success. The purpose of this paper is to expand our understanding of student perceptions of the factors involved in academic achievement.Design/methodology/approachUsing qualitative methods and in-depth semi-structured interviews, 14 participants were interviewed. Using Freire’s concept of empowerment, and Bordieu’s concept of habitus, the authors explore student perceptions of assessment.FindingsResults presented thematically indicate that student perceptions of the purpose of the assessment and academic qualification are at odds with institutional habitus. Several embargoes impacting on academic achievement were revealed.Research limitations/implicationsShifting organisational patterns and modes of production within HE institutions have influenced the student experience of academic writing and assessment. Findings highlight the factors that impact on academic success in HE institutions for non-traditional students in particular. Social class and educational background (habitus) are not factors taken into account when students are assessed. This impacts on capacity to achieve academic success.Practical implicationsThe paper includes implications for curriculum designers, and self-reflective practitioners on issues related to academic success for non-traditional students.Social implicationsThe study uses two case studies from two countries, Scotland and Brazil, both countries have invested heavily to address the twenty-first century learning agenda. Issues of widening access have increased student diversity, however, embargoes on academic achievement remain powerful factors that require further discussion and study.Originality/valueThis paper fulfils an identified need to study how issues of widening access can be mitigated, in particular for non-traditional students.</jats:sec

Rethinking a Course on Teacher’s Technological Education in the Light of Complexity Theory

This article aims at rethinking and redesigning, in the light of complexity theory, a specialization course on teachers’ technological education offered to language teachers. The objective is to be closer to the new educational paradigm and to the principles that permeate complex thought, meeting the needs and expectations of teachers that seek continuing education. The following aspects will be addressed: the new educational paradigm and complex thought (Morin, 2004, 2005a,b, 2008; Moraes, 2006, 2008; Behrens, 2006; Mariotti, 2007; Behrens & Oliari, 2007), the new teacher’s role (Kenski, 2001; Lopes, 2005), teacher education (Behrens, 2006; Moraes, 2008), and technological education of teachers (Freire, 2008, 2009)

Pesquisando a partir da perspectiva da complexidade na área de linguística Aplicada

O mundo em constante evolução solicita mudanças na forma como investigamos as salas de aula, nossa prática docente e desenvolvemos pesquisas. O objetivo deste artigo é ponderar nessa direção e apontar uma visão de pesquisa e de metodologia distanciada do cunho positivista do paradigma tradicional e que permite que tenhamos um olhar diferenciado para as vivências sendo investigadas. Para tal, compartilhamos a experiência de Costa Neves (2011) e D'Esposito (2012) que, ao desenvolverem suas pesquisas de doutoramento na área de Linguística Aplicada, buscaram uma metodologia de pesquisa coaduna à perspectiva da complexidade que foi a base de desenvolvimento de suas pesquisas. Assim sendo, neste trabalho os pesquisadores apresentam o diálogo por eles estabelecido entre a complexidade (Morin, 1990/2008, 1999/2006a,b, 2005/2006; Moraes, 1997/2006; Mariotti, 2007, et alli) e a abordagem hermenêutico-fenomenológica (van Manen, 1990; Freire, 1998, 2007, 2008a,b, 2010)