scholarly journals V International UNIVEST Conference: The challenges of improving assessment

2016 ◽  
Vol 6 (2) ◽  
pp. 71
Author(s):  
Univest Univest ◽  
Beatriz Amante Garcia ◽  
María Martínez Martínez
Keyword(s):  
Teaching And Learning ◽  
Active Participation ◽  
Learning Processes ◽  
University Teaching ◽  
Assessment Process

The V International UNIVEST Conference aimed to provide an integrative and critical outlook on the assessment process, considering it as an activity integrated in general university teaching, with the active participation of all subjects involved at all educational stages. With that main goal, the emphasis in this edition was on creating a forum to debate and exchange ideas about university teaching and learning processes and the importance of placing students in the centre of those processes. 

Evaluating E-Assessment

2019 ◽  
pp. 68-100
Author(s):  
José Azevedo ◽  
Patrícia Damas Beites ◽  
Ema Patrícia Oliveira
Keyword(s):  
Statistical Methods ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
Learning Processes ◽  
Assessment Process ◽  
Process Implementation ◽  
Positive Evolution

Assessment is an important phase of the teaching and learning processes. Assessment generates a big amount of data, which in the case of summative assessment is in the form of students' grades. In e-assessment application, these grades are easily collected and stored. The analysis of the grades is very important to directly evaluate e-assessment and thus indirectly evaluate the teaching and learning processes. This chapter presents a practical example of analysis of grades obtained during an e-assessment process implementation using statistical methods. Important tips on how to correctly use these statistical methods are presented throughout the chapter. The analysis concerns seven years, and a positive evolution of the grades is verified.

scholarly journals Avaliação da Aprendizagem no Ensino Superior: Reflexões em uma Perspectiva Andragógica

2021 ◽  
Vol 22 (1) ◽  
pp. 43-51
Author(s):  
Osmar Pedrochi Junior ◽  
Diego Fogaça Carvalho ◽  
Tattiana Tessye Freitas da Silva ◽  
Nielce Meneguelo Lobo da Costa
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Professional Training ◽  
Learning Processes ◽  
Performance Estimation ◽  
Assessment Process ◽  
Learning Assessment ◽  
World Knowledge ◽  
Previous Knowledge ◽  
The World

ResumoNeste estudo se tem por objetivo refletir a respeito da avaliação da aprendizagem no contexto do Ensino Superior em uma perspectiva andragógica. Cada segmento de ensino apresenta desafios específicos à avaliação da aprendizagem, seja com a função de estimar o rendimento dos estudantes, diagnosticar dificuldades ou intervir e ajustar os processos de ensino e de aprendizagem, a avaliação é sempre um desafio a ser considerado. A avaliação, no olhar andragógico, respeita os conhecimentos anteriores dos estudantes, aprendidos dentro ou fora do particular curso de formação. No Ensino Superior, as experiências dos alunos adultos devem ser levadas em consideração e a eles deve ser dada a chance de estabelecer relações entre as experiências pessoais anteriores e as novas experiências proporcionadas no curso. Nesse sentido, a autoavaliação é importante para a tomada de consciência e por fazer parte da formação profissional. Saber se autoavaliar é o primeiro passo para ser autônomo e é uma característica desejada no mundo do trabalho. A utilização de portfólio para avaliação traz consigo a perspectiva de avaliação individualizada, uma vez que cada portfólio é único e produzido pelo próprio estudante, portanto, influenciado pelas suas experiências e conhecimento individual. Caraterísticas mais citadas na literatura para se ter a avaliação na visão andragógica são os feedbacks e a prévia ciência do aluno quanto aos critérios a serem utilizados no processo avaliativo. Como conclusão se evidenciou a premência em tratar o aluno adulto realmente como o adulto que ele é, uma pessoa que traz com ela uma carga de conhecimento do mundo. Esse é um desafio a ser enfrentado pelos docentes, nos processos de ensino e de aprendizagem, nos quais se inclui a avaliação. Palavras-chave: Ensino Superior. Andragogia. Avaliação. Feedback; Portfólio. AbstractThis study aims to reflect on the Higher Education learning assessment from an andragogical perspective. Each teaching segment presents specific challenges to the learning assessment, either with a student’s performance estimation function, or diagnosing difficulties or intervening and adjusting teaching and learning processes, assessment is always a challenge to be considered. Assessment, in the andragogical perspective, respects the students' previous knowledge, learned inside or outside the course. In Higher Education, the adult students’ experiences must be considered, and to them must be given the chance to establish relationships between previous personal experiences and the new experiences provided by the course. In this sense, self-assessment is important for raising awareness and it is a part of professional training. Knowing how to evaluate oneself is the first step towards being autonomous and is a desired characteristic in the world of work. The use of portfolio for evaluation brings with it the perspective of individualized evaluation, since each portfolio is unique and produced by the student himself or herself, therefore, influenced by his or her experiences and individual knowledge. Themost cited characteristics in the literature, to have the evaluation in an andragogical view, are the feedbacks and the student's previous knowledge regarding the criteria to be used in the assessment process. As a conclusion, there was an urgency to treat the adult student really as the adult he or she is, a person who brings with him or her a load of the world knowledge. This is a challenge to be faced by the teachers, in the teaching and the learning processes, which includes evaluation. Keywords: Higher Education. Andragogy. Assessment. Feedback. Portfolio.

scholarly journals Modificações no processo de aprendizagem com a inserção de tecnologias digitais na educação

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Roniele Belusso ◽  
Débora Peruchin
Keyword(s):  
Internal Structure ◽  
Learning Process ◽  
Teaching And Learning ◽  
Textual Analysis ◽  
Digital Technologies ◽  
Active Participation ◽  
Learning Processes ◽  
Cultural Relations ◽  
Knowledge Objects ◽  
Selection Of

Resumo: Os avanços nas tecnologias digitais modificam constantemente a sociedade e as relações culturais. A escola, inserida nessa realidade, precisa modificar suas práticas educacionais para acompanhar as novas necessidades e formas de ensinar e aprender. Com a inserção das tecnologias digitais em sala de aula, são modificadas as relações entre professor, alunos e objetos de conhecimento, podendo potencializar a aprendizagem. O presente estudo constitui-se de uma revisão bibliográfica a partir da seleção de três artigos científicos publicados em periódicos e inseridos na área de tecnologias digitais e educação. Utilizando a Análise Textual Discursiva, emergiram duas principais categorias para pensar o processo de aprendizagem com a inserção de tecnologias digitais: modificações nas relações coletivas e modificações na estrutura interna. Estas categorias abordam os tópicos: cooperação, ressignificação da realidade, autonomia e motivação. As tecnologias digitais, portanto, podem contribuir positivamente nos processos de ensino e aprendizagem, promovendo a cooperação entre os envolvidos, o entusiasmo e a atenção dos alunos e sua participação ativa na resolução de tarefas. Para isso, é necessário que o professor utilize as tecnologias digitais a favor do processo de aprendizagem, com criticidade e criatividade.Palavras-chave: Tecnologias digitais. Aprendizagem. Educação.  MODIFICATIONS IN THE LEARNING PROCESS WITH THE INSERTION OF DIGITAL TECHNOLOGIES IN EDUCATION Abstract: Advances in digital technologies constantly change the society and cultural relations. The school, inserted in this reality, needs to modify its educational practices to keep up with the new needs and ways of teaching and learning. With the insertion of digital technologies into the classroom, the relations between teachers, students and knowledge objects are modified, and this can enhance learning. This study is a bibliographical revision from the selection of three scientific articles published in periodicals and inserted in the area of digital technologies and education. Using the Discursive Textual Analysis, two main categories emerged to think about the learning process with the insertion of digital technologies: modifications in the collective relations and modifications in the internal structure. These categories address the topics: cooperation, resignificance of reality, autonomy and motivation. Therefore, digital technologies can contribute positively to the teaching and learning processes, promoting cooperation between those involved, the enthusiasm and attention of the students and their active participation in the task resolution. For this, it is necessary that the teacher uses the digital technologies in favor of the learning process, with criticality and creativity.Keywords: Digital technologies. Learning. Education.

scholarly journals Analyze students' learning processes to innovate university teaching. The Formative Educational Evaluation model of the University of Bologna

2019 ◽  
Author(s):  
Nicoletta Balzaretti ◽  
Elena Luppi ◽  
Dina Guglielmi ◽  
Ira Vannini
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Evaluation Model ◽  
Evaluation Research ◽  
Educational Evaluation ◽  
Learning Processes ◽  
University Teaching ◽  
Pilot Studies ◽  
The University

The article aims to highlight how the knowledge of university students' characteristics is a key-point for planning innovative teaching. The Bologna University Project refers to a Formative Educational Evaluation model, which is focused on higher education teaching skills and aims to have an impact on teaching and learning processes' multiple levels and dimensions, in a diachronic perspective. The application of the model to different academic contexts of the University of Bologna was carried on by two evaluation research pilot studies with "Nursing" and "Economics and Finance" (CLEF) Degree teachers. This model includes evaluation actions specifically oriented in the formative sense (analysis and progressive re-planning of teaching actions supported by ad hoc higher education teachers training interventions) in order to promote teachers' capacity for reflection, self-analysis of their teaching practices and specific training actions based on innovative methodologies

Promoting Audiovisual Formats for Developing Teaching Digital Competences

2012 ◽  
Vol 3 (4) ◽  
pp. 97-103
Author(s):  
Eduardo Negrín Torres ◽  
Jorge Martín-Gutiérrez ◽  
M. Dolores Meneses-Fernández
Keyword(s):  
Teaching And Learning ◽  
Modern Society ◽  
Learning Processes ◽  
University Teaching ◽  
Video Tutorial ◽  
Video Tutorials ◽  
Additional Costs ◽  
The Creation

The introduction of audiovisual language on communicative models of modern society is an uprising constant which has made it the leading communicative method amongst new generations over overcoming written media. In this paper, the authors focus on how important is use of video tutorial in university teaching as an efficient and accessible resource in the teaching and learning processes. They may introduce the initiative developed by the La Laguna University called ‘ULLmedia Express yourself’ which combines teaching staff’s training work for the creation of video tutorials applied to teaching with the needed infrastructure for its production. This initiative seeks extension of video tutorial tool and its many aspects in university teaching without meaning additional costs for the institution, promoting ‘communicative closeness’ between teacher and students as well as creative and innovating spirit from teachers in their professional duties.

Tailoring Design Development and Ideation in Catering To Industry Demands

2017 ◽  
Vol 14 (1) ◽  
pp. 67
Author(s):  
Fadila Mohd Yusof ◽  
Azmir Mamat Nawi ◽  
Azhari Md Hashim ◽  
Ahmad Fazlan Ahmad Zamri ◽  
Abu Hanifa Ab Hamid ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Industrial Design ◽  
Protocol Analysis ◽  
Early Stage ◽  
Idea Generation ◽  
Learning Processes ◽  
Design Stage ◽  
Design Development ◽  
Conceptual Design Phase ◽  
Industry Practice

Design development is one of the processes in the teaching and learning of industrial design. This process is important during the early stage of ideas before continuing to the next design stage. This study was conducted to investigate the comparison between  academic  syllabus  and  industry  practices  whether  these  processes  are  highly dependent on the idea generation and interaction related to the designer or to the student itself. The data were gathered through an observation of industry practice during conceptual design phase, teaching and learning process in academic through Video Protocol Analysis (VPA) method and interviews with industry practitioners via structured and unstructured questionnaires. The data were analysed by using NVivo software in order to formulate the results. The findings may possibly contribute to the teaching and learning processes especially in the improvement of industrial design syllabus in order to meet the industry demands. Keywords: design development, industrial design, industry demands

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