A model used as a reference in the definition of an alternative digital strategy for online, hybrid (blended learning), or face-to-face contexts with strong use of technologies; in addition, it constitutes a framework for the quality of a given assessment strategy.
Published in Chapter:
E-Assessment in Portuguese Higher Education: Framework and Perceptions of Teachers and Students.
Lúcia Amante (Universidade Aberta, Portugal), Isolina Rosa Oliveira (Universidade Aberta, Portugal), and Maria João Gomes (Universidade do Minho, Portugal)
Copyright: © 2019
|Pages: 22
DOI: 10.4018/978-1-5225-5936-8.ch013
Abstract
The new learning scenarios resulting from technological development and in particular of Web 2.0 make it necessary to rethink the teaching practices in higher education, namely at the level of assessment strategies aligned with more recent paradigms. The assessment of competences requires an approach where knowledge, abilities, and attitudes are integrated, implying the use of a variety of assessment strategies. What models can anchor this new assessment culture? How can one design an assessment program that guarantees the quality of this new approach? Based on a new theoretical framework for e-assessment in higher education, the authors construct and apply a survey aimed to identify the practices and the perspectives of the teachers, and the experiences and the perspectives of the students in public higher education institutions. In this chapter, the authors present and discuss the results obtained and advance a proposal for teacher training.