Elena Cano Georgeta Ion Patricia Compañó Francesc Martinez 31st Annual EAIR Forum in Vilnius, Lithuania 23 to 26 August 2009
Aim Objectives Background Methodology Results Conclusion
To describe the general scenario of the Catalonian universities and specifically students evaluative process. The data analysed proceed from a oral questionnaire applied to a representative sample of university teachers form a variety of institutions and departments of Catalonia
To analyse how teachers perform their evaluation tasks To understand the methodologies of evaluation used at the Catalonian universities.
The assessment must constitute an opportunity of learning and to be used The evaluation has to be coherent with the rest of the elements of the formative design and integrated in it. The evaluation has to make the students more conscious of their level of competences, the way they solve the tasks
The research combines a descriptive study of the quantitative character, with a multiple case study. The case study is structured in two phases: examples of good practice in assessment skills within a subject ( ) and a second phase, ( ) good practices in students assessment in a frame of degree.
University UABUPFUBUPCUdGUdLURVUOC Total Field of Knowledge Humanities--72--ND15699 Experimental Sciences ND9-94 Social Sciences--75--ND14493 Technology Sciences-----ND16420 Health Sciences--98--ND Total ND
Three parts: ◦ identification data, ◦ five questions about the evaluation practices (this paper is mainly focused on the analysis of these five questions) ◦ fourteen questions about the evaluation by competences (most of them addressed to academic degrees, but still under analyse).
1. Strategies and assessment tools used by the university professors and the assessment of each one of them. 2. The most valued strategies by teachers to evaluate curricular conceptual, procedural and attitudinal aspects 3. The agents most frequently involved in the evaluation processes. 4. The criteria on which the instruments are chosen for evaluation.
1: writing exam with close items or multiple choice items 2: writing exam with development items 3: exam problem solving based 4: oral exam 5: practical activities 6: portfolio 7: paper-works 8: projects 9: class exposition 10: others 11. Others
1: writing exam with close items or multiple choice items 2: writing exam with development items 3: exam problem solving based 4: oral exam 5: practical activities 6: portfolio 7: paper-works 8: projects 9: class exposition 10: others 11. Others
1: writing exam with close items or multiple choice items 2: writing exam with development items 3: exam problem solving based 4: oral exam 5: practical activities 6: portfolio 7: paper-works 8: projects 9: class exposition 10: others 11. Others
1: writing exam with close items or multiple choice items 2: writing exam with development items 3: exam problem solving based 4: oral exam 5: practical activities 6: portfolio 7: paper-works 8: projects 9: class exposition 10: others 11. Others
teachers are responsibles of a 85.8% of the process of assessment 6.2% of this is made by a self-evaluation process 4.9% also used peer assessment 3.1% assessment is made by combining all the actors.
The concordance with the design (objectives, type, subject, content, methodology, organization) -141 of the interviewed subjects). The evaluation has to provide security and allow teachers to qualify in a rigorous and "objective" way (122 responses),. The pedagogical approach (116). The teacher are interested in the assessment tools that allow the student to learn how to learn, to become aware about their strengths and weaknesses and to ensure a competent future. Other criteria used by teachers are: the viability over time, the workload and assessment involves a variety of instruments.
The most used and valued evaluation instruments by teachers are still the "classic" ones including writing or reviewing the paper-works. Alternative methods, involving the participation of students, like portfolio, practical activities and projects are still less present between the methods employed by teachers.
The instruments used vary in each field of knowledge, confirming certain "topics": the paper-works are the most used instrument in humanities, the exercise tests are used in technique sciences and experimental tests of closed items in health sciences and open items in the social sciences. The actors involved in the evaluation process, generally are not diversified, but the assessment remains in the hands of teachers almost exclusively by their credentials.
Georgeta Ion 31st Annual EAIR Forum in Vilnius, Lithuania 23 to 26 August 2009