Assessment revisited: a review of research in Assessment and Evaluation in Higher Education

A review of articles published in Assessment and Evaluation in Higher Education journal, over the last 8 years, (2006-2013) on assessment in Higher Education, since the introduction of the Bologna Process, is the subject of the paper. The first part discusses the key issue of assessment in higher education and the method used for selecting articles. The second part presents results according to the main emerging themes arising from data analysis: assessment methods; modes of assessment; and assessment related to a given teaching and learning method. The paper concludes that the foci of the studies are aligned with assessment practices other than the written test, in accordance with a learner-oriented perspective. Although the implementation of the Bologna Process has had different kinds of impact in different European countries, the review has shown that the use and effects of a diversity of assessment methods in Higher Education have been investigated, particularly those pointing to the so-called alternative methods. Implications of the findings are discussed.National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) through CIEC (Research Centre on Child Studies, of the University of Minho) with the reference POCI-01-0145-FEDER-007562CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), PortugalStrategic Project UID/CED/00317/2013info:eu-repo/semantics/publishedVersio

Review: Ming-sum Tsui (2005). Social Work Supervision. Context and Concepts

Als Tätigkeitsfeld in Organisationen hat Supervision insbesondere im ausgehenden 20. Jahrhundert vermehrte Aufmerksamkeit erlangt. In diesem Zusammenhang änderten sich auch Vorstellungen von Professionellen als "Trägern" dauerhaften Wissens und dauerhafter Fertigkeiten hin zu einem Verständnis von Profession als in kulturellen Kontexten konstruierte Alltagspraxis. Mit dieser Veränderung ist Supervision auch für die Konstruktion von Profession(alität) bedeutsam geworden. In Social Work Supervision wird die Geschichte der Supervision beschrieben, und es werden theoretische Modelle zu deren Verständnis vorgestellt; ebenso unterschiedliche Arten der Beziehung(sgestaltung) zwischen Supervisor(in) und Supervisand(in). So ergibt sich z.B. aus dem Kontext von Supervision, ob eher administrative, erzieherische oder unterstützende Funktionen im Vordergrund stehen. Neben den Funktionen von Supervision werden in dem Buch auch spezifische Stadien, Strategien und Fertigkeiten sowohl auf Seite der Supervisand(inn)en als auch für die der Supervisor(inn)en diskutiert. Insgesamt zeigt TSUI auf gut strukturierte und sehr informative Weise, dass sowohl Theorie als auch Praxis von Supervision – und bezogen auf die jeweiligen Akteure – reflexionsbedürftig sind, denn Supervision ist, so TSUI, ein interrelationales und kontextuelles Unterfangen. Social Work Supervision eignet sich m.E. vor allem für jene, die bereits in einem Berufsfeld tätig sind (Sozialarbeiter und deren Ausbilder, Manager und Entscheidungsträger in Organisationen), denn das Buch kann wesentlich zu fruchtbaren Diskussionen vor allem in organisatorischen Settings beitragen. Zugleich ist TSUIs holistische und kulturbezogene Perspektive jedoch auch relevant für Forschung, und zwar insbesondere zu Professionalisierung und zu lebenslangem Lernen.Supervision in professional organizations is a task that was focused on during the late 20th century. The view of a professional as having a certain amount of everlasting knowledge and skills has changed to a view where the profession is constructed in everyday practice in a cultural context. With this later view supervision is an important part in the construction of the profession. Supervision is especially worthwhile problematizing when the profession includes day-to-day meetings with, for example, clients. In Social Work Supervision the history of supervision is described and theoretical models constituting supervision are presented. Different modes of the interaction between the supervisee and the supervisor are problematized. The context of the supervision can affect whether the focus is on the administrative, educational or the supportive function. Whatever the function the supervision includes stages, strategies and skills for the supervisee as well as for the supervisor. In a strictly structured and informative argument TSUI argues the importance of highlighting both the practice and theory of supervision, and addresses several actors. As the author mentions, supervision is interrelational and contextual and, therefore, my suggestion is that the discussion addresses questions that are relevant for those already in a profession (social worker, social work teachers, managers and decision makers in organizations). For those who are already professionals, in any respect, TSUI's arguments provide fruit for discussion in an organizational setting. The holistic, cultural perspective for which TSUI is arguing also suggests a research perspective. To this I would add that supervision can be discussed in the context of research into professionalism and lifelong learning.La supervisión en las organizaciones profesionales es una tarea que fue objeto de atención durante el pasado siglo XX. La visión de un profesional que tiene determinada cantidad conocimiento y habilidades eternas ha evolucionado hacia una visión donde el profesional se construye en la práctica diaria en un contexto cultural. Desde este último punto de vista, la supervisión es una parte importante en la construcción de la profesión. La supervisión está especialmente indicada para la problemática que tiene lugar cuando la profesión incluye reuniones diarias con, por ejemplo, clientes. En Social Work Supervision se describe la historia de la supervisión y se presentan los modelos teóricos que la constituyen. Se debaten los diferentes modos de interacción entre el supervisor y el supervisado. El contexto de la supervisión puede afectar si el foco se centra en la función administrativa, educativa o de apoyo. En cualquiera de sus funciones, la supervisión incluye etapas, estrategias y habilidades tanto para el supervisor como para el supervisado. En un argumento estrictamente estructurado e informado, TSUI plantea la importancia de enfatizar tanto la práctica como la teoría de la supervisión, y dirigirla a varios actores. Como dice el autor, la supervisión es interrelaccional y contextual y, por lo tanto, mi sugerencia es que la discusión se centre en temas que son relevantes para los que están ejerciendo la profesión (trabajadores sociales, profesores de trabajo social, directores y responsables de organizaciones). Para aquellos que ya son profesionales, en cualquier caso, los argumentos de TSUI proporcionan frutos para la discusión en un entorno organizacional. La perspectiva cultural holística por la que TSUI está abogando también sugiere una perspectiva de investigación. En ese sentido, yo quisiera añadir que la supervisión puede ser tratada en el contexto de la investigación dentro del ejercicio de la profesión y el aprendizaje a lo largo de la vida

Understanding educational conditions in preschool : Preparing student teachers for social justice during practicum placements.

The expectations placed on practice teaching in initial teacher education are high. During practice, student teachers should combine theory with practice, make themselves familiar with multicultural classrooms in general, and become aware of different factors that affect learning and teaching. The aim of this study is to increase our knowledge about how work is carried out within practicum placements to help student teachers to understand differing cultural and socioeconomic characteristics of educational settings as a basis for discussing social justice. Staff at practice schools, the practicum team at a university and student teachers were asked about their definitions of different factors that condition learning and teaching, and routines for visiting preschools characterized by different educational conditions. Staff at practice school and university gave examples of different factors, but there was a general lack of organized work with this issue, such as visiting different preschools and holding discussions afterwards. This was confirmed by student teachers, few of whom had visited other preschools and had subsequent discussions. Instead some had experienced variation in work routines, children with special needs and multilingual groups in different sections of their own unit. Experiencing educational environments with different cultural and socioeconomic conditions was considered valuable by the student teachers but was not always given priority. It is concluded that individual variations and needs are understood and formulated by staff and student teachers, but less attention is given to how group belongings and structural frameworks such as socioeconomics are affecting social justice

Administrators Communicating Change in Initial Teacher Education : Communication Efforts During Restructuring Partnership

The aim with this study is to highlight the role of administrators and present and discuss their communication efforts during change. The changes in question concerned restructuring of a partnership between a university and organisers of preschool to upper secondary, K-12, within Initial Teacher Education. Findings from interviews with operative administrators showed that there was successful communication effort and re-organisation was carried out. In contrast, the communication efforts offered an arena for unresolved issues concerning the partnership, the communication efforts were directed to a higher degree to external rather than internal stakeholders, and the national sense-making differed from the local sense-making.  The study shows the importance of the administrator role in communication efforts during change in higher education partnerships. In their role they balance between keeping legally mandated structure and change. The conclusion is that it is essential to further study the role of administrators, especially communication efforts during change

Citizen as a pedagogic project

Pedagogic practice often involves preparing the student for different roles in society as well as personal development. The aim of the thesis is to investigate how the concept citizen is understood by single individuals and is shaped in pedagogic practice. Its theoretical starting points are taken from sociological theories about society and from theories about education. It is primarily Jürgen Habermas’ theories about society and communication that provide the framework for this investigation and discussion. Even the criticism which Habermas has received is presented and discussed. Society is presented as divided in a private and a public sphere where the individual fulfils the role as a citizen by acting in the public sphere. Four empirical studies are carried out; interviews with single individuals, observations at a folk high school, observations in study associations and analysis of reports from European projects where folk high schools and study associations participated. The public sphere that is most apparent is an every day, local public sphere where single individuals and participants in folk high school and study associations discuss common matters. In the discussion there are few references to public political discussions on national or international level. Assuming that citizen is defined broader than as a relation between the individual and the state, the study presents and discusses a variety of ways to act as a citizen within and outside pedagogic practice, and also the obstacles. The thesis provides arguments for a discussion about the concept citizen and citizen action within pedagogic practice. There are also arguments for independent citizen actions outside the pedagogic context. Thereby the citizen action can be brought back to the pedagogic discussion for reflection

Governance of education : Challenges for professional agency

The aim with this study is to increase our knowledge about the relation between structures of governance and local initiatives by professionals. Based on theory of professional agency, staff from different levels in an organization offering preschool were asked about follow up systems and possibility of professional agency. The result showed that the national curricula for preschool and the Education Act created a situation where the curriculum was perceived as a foundation for equally good “educare”, but at the same time every “level” created a variety of additional follow-up activities. The conclusion is that a national governance by objectives and results creates a situation where local authorities and organizers, as well as professionals, to a certain extent, can re-create follow up systems and activities which suits their administrative and most of all, pedagogic needs. The “cost” for this local and professional agency is that the additional several follow up systems/activities increases the administrative burden for the staff

Reseña: Ming-sum Tsui (2005). Social Work Supervision. Context and Concepts

Als Tätigkeitsfeld in Organisationen hat Supervision insbesondere im ausgehenden 20. Jahrhundert vermehrte Aufmerksamkeit erlangt. In diesem Zusammenhang änderten sich auch Vorstellungen von Professionellen als "Trägern" dauerhaften Wissens und dauerhafter Fertigkeiten hin zu einem Verständnis von Profession als in kulturellen Kontexten konstruierte Alltagspraxis. Mit dieser Veränderung ist Supervision auch für die Konstruktion von Profession(alität) bedeutsam geworden. In Social Work Supervision wird die Geschichte der Supervision beschrieben, und es werden theoretische Modelle zu deren Verständnis vorgestellt; ebenso unterschiedliche Arten der Beziehung(sgestaltung) zwischen Supervisor(in) und Supervisand(in). So ergibt sich z.B. aus dem Kontext von Supervision, ob eher administrative, erzieherische oder unterstützende Funktionen im Vordergrund stehen. Neben den Funktionen von Supervision werden in dem Buch auch spezifische Stadien, Strategien und Fertigkeiten sowohl auf Seite der Supervisand(inn)en als auch für die der Supervisor(inn)en diskutiert. Insgesamt zeigt TSUI auf gut strukturierte und sehr informative Weise, dass sowohl Theorie als auch Praxis von Supervision – und bezogen auf die jeweiligen Akteure – reflexionsbedürftig sind, denn Supervision ist, so TSUI, ein interrelationales und kontextuelles Unterfangen. Social Work Supervision eignet sich m.E. vor allem für jene, die bereits in einem Berufsfeld tätig sind (Sozialarbeiter und deren Ausbilder, Manager und Entscheidungsträger in Organisationen), denn das Buch kann wesentlich zu fruchtbaren Diskussionen vor allem in organisatorischen Settings beitragen. Zugleich ist TSUIs holistische und kulturbezogene Perspektive jedoch auch relevant für Forschung, und zwar insbesondere zu Professionalisierung und zu lebenslangem Lernen. URN: urn:nbn:de:0114-fqs0603239Supervision in professional organizations is a task that was focused on during the late 20th century. The view of a professional as having a certain amount of everlasting knowledge and skills has changed to a view where the profession is constructed in everyday practice in a cultural context. With this later view supervision is an important part in the construction of the profession. Supervision is especially worthwhile problematizing when the profession includes day-to-day meetings with, for example, clients. In Social Work Supervision the history of supervision is described and theoretical models constituting supervision are presented. Different modes of the interaction between the supervisee and the supervisor are problematized. The context of the supervision can affect whether the focus is on the administrative, educational or the supportive function. Whatever the function the supervision includes stages, strategies and skills for the supervisee as well as for the supervisor. In a strictly structured and informative argument TSUI argues the importance of highlighting both the practice and theory of supervision, and addresses several actors. As the author mentions, supervision is interrelational and contextual and, therefore, my suggestion is that the discussion addresses questions that are relevant for those already in a profession (social worker, social work teachers, managers and decision makers in organizations). For those who are already professionals, in any respect, TSUI's arguments provide fruit for discussion in an organizational setting. The holistic, cultural perspective for which TSUI is arguing also suggests a research perspective. To this I would add that supervision can be discussed in the context of research into professionalism and lifelong learning. URN: urn:nbn:de:0114-fqs0603239La supervisión en las organizaciones profesionales es una tarea que fue objeto de atención durante el pasado siglo XX. La visión de un profesional que tiene determinada cantidad conocimiento y habilidades eternas ha evolucionado hacia una visión donde el profesional se construye en la práctica diaria en un contexto cultural. Desde este último punto de vista, la supervisión es una parte importante en la construcción de la profesión. La supervisión está especialmente indicada para la problemática que tiene lugar cuando la profesión incluye reuniones diarias con, por ejemplo, clientes. En Social Work Supervision se describe la historia de la supervisión y se presentan los modelos teóricos que la constituyen. Se debaten los diferentes modos de interacción entre el supervisor y el supervisado. El contexto de la supervisión puede afectar si el foco se centra en la función administrativa, educativa o de apoyo. En cualquiera de sus funciones, la supervisión incluye etapas, estrategias y habilidades tanto para el supervisor como para el supervisado. En un argumento estrictamente estructurado e informado, TSUI plantea la importancia de enfatizar tanto la práctica como la teoría de la supervisión, y dirigirla a varios actores. Como dice el autor, la supervisión es interrelaccional y contextual y, por lo tanto, mi sugerencia es que la discusión se centre en temas que son relevantes para los que están ejerciendo la profesión (trabajadores sociales, profesores de trabajo social, directores y responsables de organizaciones). Para aquellos que ya son profesionales, en cualquier caso, los argumentos de TSUI proporcionan frutos para la discusión en un entorno organizacional. La perspectiva cultural holística por la que TSUI está abogando también sugiere una perspectiva de investigación. En ese sentido, yo quisiera añadir que la supervisión puede ser tratada en el contexto de la investigación dentro del ejercicio de la profesión y el aprendizaje a lo largo de la vida. URN: urn:nbn:de:0114-fqs060323

Trust and Control in Implementing Changes: A Study of How Principals Handle Changes in Time Allocated for Math in Primary Schools

Depending on the national context, school principals are more or less used to continuous development. Impetus for development can come from different areas, such as professional organizations or research studies, and different levels, such as national or local initiatives. In Sweden, several initiatives for teaching development have been initiated since 2010 due to low scores on mathematics tests (PISA and TIMMS) and based on research. Therefore, an increase in teaching hours for mathematics in compulsory schools was implemented in 2012 at the national level. The aim of this study is to present and discuss how principals have coped with this change. As the change mostly concerned grades 1–3 (primary school pupils aged 7–9), principals responsible for this level were asked to complete an e-mail questionnaire and interviewed. The findings show that the principals prioritized organizational changes. Revisions had to be made to all schedules for teachers and pupils as well as some of those for recreational instructors and even school buses. The principals also promoted continuing education in mathematics for teachers. All of the changes were accepted by principals, staff, and parents. In contrast, few pedagogical issues were otherwise brought up and the follow-up to the change was not systematic. The different levels in the steering chain show that all levels believed that the next level down, or the level above, should carry out their duty concerning organization. On the other hand, the entire national initiative for time allocation and continuing education can be perceived as showing distrust in how the local level and professionals have handled the development of teaching math

Reorganization of Practicum in Initial Teacher Education : A Search for Challenges in Implementation by Ex-Ante Evaluation

The background of the study is a perceived need of increasing quality in practice during Initial Teacher Education (ITE) in Sweden. In order to achieve higher quality, the government encourages reorganization towards a limited number of practice schools, competence development for supervisors and research focusing on the selected practice schools.  The aim of this study is to present and critically discuss prerequisites for implementation of the reform. The paper focuses on how a preliminary logic model and a SWOT analysis can show challenges encountered during the implementation of the reorganization. By using the logic model and the SWOT analysis an ex-ante evaluation was carried out in two steps. The results disclosed that the motivation behind reorganization, improving the quality of practicum, might meet some challenges. Indicators of higher quality being attained are not provided; the local organization is expected to construct such indicators during the process. In contrast to the challenges the results showed that the implementation was supported by earlier good relations and a common idea of developing practicum in ITE. The implication for implementation is a need to have a dialogue about indicators for quality among different stakeholders in ITE. Without such a dialogue it can be disputed whether the change in practicum was successful